Critical Incident Protocol: Terrace by EmbraceBC

Anti-Racism Response Handbook, spring 2003

Anti-Racism Response Handbook

Developed for

The Community of Terrace

SKEENA MULTICULTURALISM DIVERSITY GROUP Funding provided by Ministry of Community, Aboriginal & Women's Services Settlement and Multiculturalism Branch

Skeena Multiculturalism Diversity Project

Contents ACKNOWLEDGEMENTS

PREFACE

PURPOSE OF THE HANDBOOK

PART I:

UNDERSTANDING RACISM AND DISCRIMINATION

1. INTRODUCTION – UNDERSTANDING RACISM AND DISCRIMINATION 1.1. Definitions …………………………………………………………………………. 1.2. Recognizing Our Own Behaviours ………………………………………………... 1.2.1. Personal 1.2.2. Institutional 1.3. Key Facts ………………………………………………………………………….. 1.4. Overview of Legislation Protecting Universal Rights …………………………….. 1.5. Why It Is Important to Challenge Racism ………………………………………… Ÿ In General Ÿ In Community/ Society Ÿ In the Workplace Ÿ In the School Ÿ In the Media 2. RACISM IN THE WORKPLACE 2.1. Common Examples of Racism and Racial Harassment …………………………… 2.2. Specific Examples of Racism in the Workplace …………………………………... 2.3. Results of Racism in the Workplace ………………………………………………. 3. RACISM IN EDUCATIONAL INSTITUTIONS 3.1. 3.2. 3.3. 3.4. 3.5.

Identifying Racist Behaviour………………………………………………………. Categories of Racist Behaviour……………………………………………………. Underreporting of Racist Incidents in Educational Institutions……………………. Monitoring Racist Incidents………………………………………………………... Institutional Racism………………………………………………………………...

10 10 12 13 16 18

20 21 21 22 23 23 23 24 24 25

Anti-Racism Response Handbook, spring 2003

PART II:

RESPONDING TO RACISM

1. WHAT YOU CAN DO TO STOP RACISM 1.1. Personal Steps to Stop Racism ……………………………………………………… 1.2. Becoming a “White Ally” …………………………………………………………... 2. WHAT YOU CAN DO IF YOU EXPERIENCE RACISM 2.1. What Should You Do If You Are Experiencing Racial Discrimination in the Workplace or Community……………………………………………………….. 2.2. Victims of Racism …………………………………………………………………... 3. RACIAL HARASSMENT AND HATE CRIMES 3.1. 3.2. 3.3. 3.4. 3.5.

What is Racial Harassment …………………………………………………………. What Can I and Should I Do ………………………………………………………... Where Can You get Help …………………………………………………………… Guidelines for Community Action ………………………………………………….. Community Action Checklist ……………………………………………………….

4. COMBATING RACISM IN YOUR WORKPLACE 4.1. 4.2. 4.3. 4.4.

Steps to Deal with Racism in the Workplace ……………………………………….. Employment Equity ………………………………………………………………… A Code to Follow …………………………………………………………………… Example of an Anti-racism Policy Statement ……………………………………….

5. STRATEGIES FOR COMBATING RACISM IN EDUCATIONAL INSTITUTIONS 5.1. 5.2. 5.3. 5.4. 5.5. 5.6. 5.7.

Preventive Measures ………………………………………………………………... General Measures to be taken by Educational Institutions …………………………. Dealing with Alleged Racist Incidents ……………………………………………... Dealing with the Members of the Staff ……………………………………………... Supporting the Victims ……………………………………………………………... Dealing with the Impact on the School and Community …….……………………... Checklist for Dealing with Racial Incidents ………………………………………...

6. RESOURCES AND CONTACTS 6.1. Local Resources …………………………………………………………………….. 6.2. Selected Web Sites ………………………………………………………………….. 6.3. Web Sites Noted in Document ………………………………………………………

27 27 28 29 29 30 33 33 33 36 41 41 42 42 44 45 46 47 47 49 51 53 53 54 54 56 56 56 57

7. BIBLIOGRAPHY

APPENDIX A: Cultural Breakdown of Population in British Columbia and Terrace

Skeena Multiculturalism Diversity Project

ACKNOWLEDGEMENTS The Anti-racism Response Handbook came together after a very concentrated and focused effort of members of the Steering Committee. But this is not the whole story – there are several layers of hard work and personal growth of individuals and agencies. The boost came from a new initiative by the Ministry of Multiculturalism in 2000. Terrace was selected as one of four communities in British Columbia to test this new plan – to contribute to the elimination of racism at the institutional level. A Steering Committee was struck after a community-wide consultation. Members of this committee represented the City of Terrace, RCMP, School District #82, First Nations communities, Chamber of Commerce, Northern Health Authorities, Northwest Community College, Terrace Multicultural Association and several interested citizens. The first step was to establish partnerships and figure out what is needed in our community, what are the issues and identify our strengths and weaknesses. During the second year, the group encouraged local involvement through modest grants. This produced new projects such as Multicultural Clubs at schools, a play by high school students. In fact, the Committee largely focused on youth, offering a logo contest, the creation of a website and working together with teachers on other projects. At the same time, service providers had a chance to participate in workshops and several were trained as trainers. Our highest gratitude goes to SSgt Thomas Forster, Terrace RCMP Detachment, who took on the demanding task of assembling the Steering Committee and chairing it during the Phase I. Many challenges were uncovered and it was important to sort through them and stay focused. Elizabeth Snyder, Northwest Community College, was the right person for the chair position during Phase II. Thank you both for your commitment to this work! Maria Allen and Lynn Wright were the coordinators during these two years making sure the Committee received all the needed information to make decisions. They worked hard to ensure smooth operation: organizing workshops, networking within the community and follow up on individual projects. Their enthusiasm and hard work was invaluable. In the fall of 2002, the Settlement and Multiculturalism Branch of the Ministry of Community, Aboriginal and Women’s Services followed up the initiative. The focus had changed – the next step was to develop a “critical incident response manual” that would educate, offer tools and empower organizations and individuals in how to handle racism. This Handbook evolved from this initiative.

Anti-Racism Response Handbook, spring 2003

We would like to thank the City of Terrace for their support and leadership. We are looking forward to working closely with you to build a city where everyone feels safe, valued and respected. We would like to thank Dr. Kenneth Whyte for research and compilation of this Handbook. Without his expertise, interest and commitment we wouldn’t have been able to get a clear focus and meet the tight deadline. Formatting and final layout was done by Saša Loggin, Project Coordinator. Thank you to our Chair, Nirmal Parmar for keeping us on track as well as being open and flexible when new ideas emerged. Thank you to everyone who attended our brainstorming meetings, for your honesty, trust and generosity in sharing your stories and giving us your time. We are hoping that this is just a start on the road to a racism-free community. When you read the names of the members of the Steering Committee for Phase III (2002-2003) you should know that being on the Committee meant weekly meetings with the occasional homework on top of this. Their commitment was amazing and even if they couldn’t make the meetings (having their own full time jobs in many cases) they kept up with the work. Thank you! Members of the 2003 Steering Committee were: Ÿ Nirmal Parmar, Chair, Terrace & District Multicultural Association Ÿ Saša Loggin, Project Coordinator Ÿ Rich McDaniel, City of Terrace Ÿ Cst. James Bos, Terrace RCMP Detachment Ÿ Jane Dickson, Terrace & District Multicultural Association Ÿ Ken McDames, Kitselas Band Council Ÿ Audrey Bennett, Terrace Victims Assistance Program Ÿ Cinnamon Carriere, Nights Alive, Kermode Friendship Society Ÿ Dawn Marshall, Skeena Junior Secondary School Ÿ and other members of the community There is more to come. Keep us informed about your ideas and let’s work together to eradicate the disease of racism from the hearts of people. Visit Skeena Diversity at www.skeenadiversity.com for up-to-date information or contact us at info@skeenadiversity.com.

Skeena Multiculturalism Diversity Project

PREFACE

“Together this community is ours; we all have a stake in it. A community free of racism can only make it better.” A representative from the Terrace Women’s Resource Centre during the Annual March 21 st Ribbon Project for the Elimination of Racial Discrimination

Anti-Racism Response Handbook, spring 2003

PURPOSE OF THE HANDBOOK The Handbook Promotes and Supports the Following: There is nothing either good or bad, but thinking makes it so.

- William Shakespeare

Ÿ Ÿ Ÿ Ÿ

Promotion of the understanding, respect and acceptance of cultural diversity within our society. Acceptance and appreciation of cultural diversity as a positive feature of our society. Affirmation that all ethnocultural groups are equal within our society. Recognition that similarities across cultures are much greater than differences and that cultural pluralism is a positive aspect in our society.

The Handbook Will Provide Ideas and Material to help individuals, agencies and organizations to accomplish the following: Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ

Reflect about one’s own attitudes on racism. Understand what causes racism so racial equality can be achieved. Identify and address racism at both the personal and institutional level. Acknowledge the need to take individual responsibility for eliminating racism. Work towards removing systemic barriers that marginalize groups of people. Provide opportunities for individuals to take action to eliminate all forms of racism, including stereotypes, prejudice and discrimination. Provide support and deal proactively with victims of racism. Provide guidelines and recommendations to deal with racist incidents within the community.

PART I

UNDERSTANDING RACISM AND

DISCRIMINATION

Anti-Racism Response Handbook, spring 2003

1. INTRODUCTION – UNDERSTANDING RACISM AND DISCRIMINATION 1.1. Definitions

Racism

Discrimination

A set of implicit or explicit beliefs, assumptions, and actions based on an ideology of inherent superiority of one racial or ethnic group over another and evident within individual thought or behaviour patterns as well as within organizational or institutional structures and programs Action or behaviour that leads to an unfavourable outcome for a group or an individual as a member of a group which usually creates a disadvantage for that individual or group.

Stereotype

The conscious or unconscious attribution of generalized characteristics of a whole group to each of its members. Stereotyping exaggerates the uniformity within a group and its distinction from other groups.

Prejudice

A frame of mind that tends to pre-judge a person or group in a negative light. This negative judgement is usually made without adequate evidence. These negative attitudes are often not recognized as false assumptions because of the frequency with which they are repeated. They become ‘common sense’ notions that are widely accepted, and are used to justify acts of discrimination.

Racial Discrimination

Any distinction, exclusion, restriction or preference based on race, colour,descent, or national or ethnic origin which has the purpose or effect of nullifying or impairing the recognition, enjoyment or exercise, on an equal footing, of human rights and fundamental freedoms in the political, economic, social, cultural or any other field of public life. (United Nations)

Racial and Ethnocultural Harassment

Racial and ethnocultural harassment is demeaning treatment based on race or ethnicity. It is a form of discrimination that is prohibited by the Canadian and British Columbia Human Rights Code. Harassment can be overt or subtle, intentional or unintentional. It can involve verbal or physical abuse or threats; unwelcome remarks, jokes, innuendoes, or taunting

Skeena Multiculturalism Diversity Project

about a person's race, ethnicity, national origin, faith, dress, or accent; graffiti or the displaying of racist pictures; the composition and/or distribution of derogatory material; exclusion, avoidance, or condescension because of race or ethnocultural background; or a series of individual incidents which, when examined in their totality, can be seen to have a negative impact on an individual or a group.

____________ Sources: Undoing Institutionalized Racism Task Force

Xenophobia

A fear of strangers. It is used to describe hostility towards people who come from other countries or who are members of different ethnic groups, as well as a lack of respect for their traditions. The general trend of countries in the 'industrialised world' to introduce stricter migration policies is often seen as an example of xenophobia.

Anti-Racism

The acknowledgement that racism exists in our society and the recognition that racism is perpetuated through uneven distribution of power. It promotes the elimination of all types of racism and the unlearning of racism. Antiracist education seeks to identify and change institutional policies and procedures and individual behaviours and practices that may foster racism.

Equity

Equality of opportunity, access and outcome. Equity does not predispose treating everyone the same way. Translated into action, it means both awareness of differences and the attempted inclusion of all individuals. Equity is often considered the opposite of discrimination.

Anti-Racism Response Handbook, spring 2003

1.2. Recognizing Our Own Behaviours

Any antiracist action must begin with an honest and critical analysis of oneself, and this applies equally to everyone and every agency and organization. A problem that has not been acknowledged cannot be remedied.

Start by recognising that no one is likely to be completely free of prejudices. Therefore, it will be necessary for people to know their own prejudices and work towards ensuring these do not impact on fellow workers or prospective new employees. Knowing how we come by our prejudices and discriminatory behaviour can facilitate this happening as well as recognising what underpins racist attitudes and outcomes:

Personal Racism Each of us may develop prejudices or negative attitudes towards a certain ethnic group - we have a bad experience with one person of a particular ethnic group or have a stereotypic view of one group based on limited information and, through those assumptions, have come to assume that all people from that group will behave in the same way.

Institutional Racism Institutional racism is apparent from its effects. The term describes the situation which occurs when one group views its cultural values, lifestyles, and socio-economic self-interest as superior to or having priority over those of other groups, and then has the power to carry those assumptions and norms into everyday actions and behaviours. Institutional racism perpetuates and supports individual racism. Institutional racism is a bias in our social and administrative institutions and benefits the dominant race or culture, while penalising minority subordinate groups. It is often explained away by stating that other cultures havenâ&#x20AC;&#x2122;t adapted or have failed to grasp the opportunities that society offers. From outside, it will be seen as the system; from within, it will be seen as normality. Institutions are fairly stable social arrangements through which a nation, city, or community takes collective action. An analysis of the services delivered by, say, the courts, hospitals, government departments, business and unions can demonstrate unequal

Skeena Multiculturalism Diversity Project

outcomes for clients of different ethnic groups. People with the best intentions working within institutions can administer laws and regulations, which in their outcomes are discriminatory, where the institution is monocultural. If a person works within an institution where institutional racism can be identified, they aren't necessarily racist. At times,by doing nothing about it, they may see themselves as colluding with that racism. If the institution itself does nothing about it, the discrimination for those marginalized can be further compounded. Institutional racism can be combated by a conscious decision to be culturally inclusive and accommodate cultural differences both internally and in service delivery. Affirmative action programmes and Equal Employment Opportunity Policies are aimed at reducing bias in our institutions. The connection between institutional racism just described and your workplace or school may not be readily apparent. The message is: Ÿ Check the reality (who is there); Ÿ Check the outcomes (who is promoted, who leaves); Ÿ Who makes up your client base? Look for what is apparent and for that which is missing. Ÿ What are the gender, race and composition in the workplace? Ÿ What groups hold what positions? Ÿ Is hiring non-discriminatory? 1.3. Key Facts Racism impoverishes and undermines our society by demeaning and excluding individuals and groups and by limiting their participation. Racism feeds on prejudices and fears about cultural and physiological differences, prejudices and fears which are just as powerful whether these differences are real or assumed. Racist practices and beliefs are based on stereotypes and ignorance. They effectively deny the potential of those who perpetuate them as well as those against whom they are directed.

Anti-Racism Response Handbook, spring 2003

Racism arises from Ÿ ignorance Ÿ stereotyping Ÿ unquestioned assumptions Ÿ lack of education Ÿ home attitudes Ÿ lack of awareness and exposure and Ÿ fear of unknown persons Race is socially constructed, not biologically determined. The practice of classifying humans according to distinct races has been discredited by genetic research. However, physical differences structure perceptions and constitute a significant source of prejudice in social relations. Silence and denial are fundamental to racism. Those who practise racism believe that their discriminatory behaviour is acceptable, justified by their prejudices They are inclined to deny its existence or not to admit or recognise their own racist behaviours. People who are subjected to racist discrimination and intimidation are often silent about what has happened. They come to believe that racism is inevitable or at least unavoidable because their protests against it are either ignored or make matters worse. The result is that silence and denial perpetuate racism and its effects are hidden, misunderstood or ignored. In this way racism becomes so pervasive that it seems acceptable and normal. Racial discrimination takes many forms including verbal abuse, graffiti, physical attacks on people or their property, exclusion from certain activities and the underestimation of a person's ability and potential. The exact form that such behaviour takes is influenced by many factors such as the age, gender and socio- economic background of those involved. Amongst these factors, gender is particularly significant since racist and sexist prejudices are often interwoven. Racial harassment is an aspect of racial discrimination. It involves offensive, demeaning, humiliating or intimidating physical or verbal behaviour. As with racist discrimination in general, racist harassment is often compounded by sexual harassment. In addition, discrimination and racism more often victimize individuals of low social status and socio-economic position. These factors must be taken into account in programs aimed at eliminating discrimination in employment and education.

Skeena Multiculturalism Diversity Project

The Canadian Charter of Rights and Freedoms (1982) guarantees democratic rights, geographical mobility rights, legal rights, including the right to life, liberty and security of persons, and equality rights giving protection against â&#x20AC;&#x153;discrimination based on race, national or ethnic origin, colour, religion, sex, age or mental or physical disabilityâ&#x20AC;?. It also affirmed the multicultural character of Canada and recognized the rights of Aboriginal peoples of Canada. The British Columbia Multicultural Act (Bill 39 - 1993) has policies to promote the full and free participation of all British Columbians regardless of race, cultural heritage, religion, ethnicity ancestry and place of origin in the economic, social, cultural and political life of British Columbia. There are federal and provincial human rights laws to protect people against discrimination. The Canadian Human Rights Act deals with all federally regulated businesses and agencies and the British Columbia Human Rights Code deals with the same things on the provincial level The Canadian Human Rights Commission is the federal agency that deals with federal human rights complaints. In B.C. we have a Human Rights Tribunal which has the statutory power to receive, resolve and make determinations on complaints of discrimination. UN Declaration on the Elimination of All Forms of Racial Discrimination, Article 1 states: Discrimination between human beings on the ground of race, colour or ethnic origin is an offence to human dignity and shall be condemned as a denial of the principles of the Charter of the United Nations, as a violation of the human rights and fundamental freedoms proclaimed in the Universal Declaration of Human Rights, as an obstacle to friendly and peaceful relations among nations and as a fact capable of disturbing peace and security among peoples.

Anti-Racism Response Handbook, spring 2003

1.4. Overview of Legislation Protecting Universal Rights Boards and Commissions Ÿ Human Rights Committee of the United Nations Ÿ Canadian Human Rights Commission Ÿ Provincial Human Rights Tribunal Ÿ Criminal Injuries Compensation Board Ÿ Police Complaint Bureau Ÿ Provincial Ombudsman Ÿ Labour Relations Boards Criminal Code Sections 318 and 319 deal with hate propaganda and genocide respectively. Hate Propaganda Offences 318. Advocating Genocide (1) Every one who advocates or promotes genocide is guilty of an indictable offence and liable to imprisonment for a term not exceeding five years. Definition of "genocide" (2) In this section, "genocide" means any of the following acts committed with intent to destroy in whole or in part any identifiable group, namely, (a) killing members of the group; or (b) deliberately inflicting on the group conditions of life calculated to bring about its physical destruction. Definition of "identifiable group" (4) In this section, "identifiable group" means any section of the public distinguished by colour, race, religion or ethnic origin. 319. Public Incitement of Hatred (1) Everyone who, by communicating statements in any public place, incites hatred against any identifiable group where such incitement is likely to lead to a breach of the peace is guilty of wilful promotion of hatred. (2) Everyone who, by communicating statements, other than in private conversation, wilfully promotes hatred against any identifiable group is guilty of (a) an indictable offence and is liable to imprisonment for a term not exceeding two years; or (b) an offence punishable on summary conviction.

Skeena Multiculturalism Diversity Project

______________ Source: [8]

Criminal Code of Canada

Defences (3) No person shall be convicted of an offence under subsection (2) (a) if he establishes that the statements communicated were true; (b) if, in good faith, he expressed or attempted to establish by argument an opinion on a religious subject; (c) if the statements were relevant to any subject of public interest, the discussion of which was for the public benefit, and if on reasonable grounds he believed them to be true; or (d) if, in good faith, he intended to point out, for the purpose of removal, matters producing or tending to produce feelings of hatred toward an identifiable group in Canada.

Anti-Racism Response Handbook, spring 2003

1.5. Why It is Important to Challenge Racism In General Every member of the community of Terrace has the right to live and work in a safe environment free of racism and discrimination.

Racism causes shame, fear, anxiety, stress, frustration, anger, outrage, rebellion and feelings of powerlessness in those who experience it. While it is essential to recognise the effects on those immediately and directly affected by racist acts, including those responsible for them, it is also important to acknowledge their oppressive impact on the whole community.

When people lose their sense of dignity, people feel devalued, they feel diminished, and they feel destroyed. They are affected in terms of health, mentally, socially, economically, politically and in terms of their positions of power and their role in society. It can lead to such things as crime, suicide, death and a person’s family life can be totally destroyed.

In the Community/Society Ÿ Ÿ Ÿ

Ÿ Ÿ Ÿ

To enrich the social and cultural life within the community. To challenge institutional racism which negatively impacts an institution’s ability to effectively serve the community. To avoid social conflict and improve community safety. Some individuals may feel frustration that leads to groups who have the attitude of “I have nothing to lose if I am not included”. Those that are denied access then become marginalized in society. To help the younger generation. The older generation may feel devalued and dehumanized and we do not want the upcoming generation to have the same experience. To eliminate frustration among all visible and ethnic minorities who are not recognized within all aspects of society and the workplace. Racism is an abuse of human rights.

In the Workplace Ÿ Ÿ Ÿ

All individuals have the right to a racism-free workplace. We are ‘wasting’ people who have valuable skills and qualifications. Eliminating institutional racism is ‘good business’ economically.

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In Educational Institutions Ÿ

Racism in schools can have a major impact on both students and staff; it can destroy their self-confidence, happiness and trust in others, lessen their ability to develop healthy social relationships and inhibit their ability to learn and to teach. If racist behaviours and attitudes are allowed to go unchecked in a school, they can become entrenched and seen as the norm with consequent negative effects on the culture, the learning environment and the social health of the wider community. Educational institutions need to enrich the lives of all students and provide programming so they can move beyond tolerance to acceptance, understanding, and celebration of racial and cultural differences. Students should not only be educated towards understanding and celebrating diversity, but also towards determining their own identities, 'free from preconceived or imposed stereotypes of their "place" in that society'.

In the Media Ÿ Ÿ

Media may see and structure images and stories in only one way, perpetuate stereotypes, have a moncultural bias and contribute to the continuation of racism and discrimination. Ignorance about other cultures and ethnic groups are born from images on TV, in books and in the language.

Anti-Racism Response Handbook, spring 2003

2. RACISM IN THE WORKPLACE Despite all the progress made in Canada there are still too many examples and incidents of racism and discrimination in the workplace.

Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ

_______________ Source: [m]

Barb Thomas and Charles Novgrodsky, Combating Racism In the Workplace – A Course for Workers. Toronto: Cross Cultural Communication Centre, 1991

The system may operate in a way that does not adapt to the racial profile of the community or changes in the community Often there is surface level fairness of policies, and on the surface everything seems OK Attitudes and conduct of managers and decision makers may result in racism The hiring practises may reflect bias to only one group in society Sometimes there is the “old boys network”, “closed circle”, “ who you know” in hiring policies There often isn’t any support for racially visible people who are the first hired from a particular group that has been excluded until then There may be a lack of training, advantages, and experience for racially visible people

The line through the middle of the steps in the diagram distinguishes between two rather common and often less harmful forms of racism, and the two forms that will follow. It is important to note that the first two forms of racism - stereotyping and prejudice - involve attitudes. The two to follow - discrimination and systemic racism – require social, political and economic power. Education and learning about one another can reduce stereotyping and prejudice. Social action must be taken if we want to reduce discrimination and institutional racism.

Skeena Multiculturalism Diversity Project

2.1. Common Examples of Racism and Racial Harassment: Ÿ

Verbal abuse or threats

Unwelcome remarks, insulting jokes, name-calling

Insulting pictures, drawings, signs or newspaper articles

Leering, constant staring or other gestures

Physical assault

Not hiring or not promoting someone

Denial of training

Denial of overtime and other benefits

Only offered unpopular shifts

Selected for redundancy

Denied holiday entitlement

2.2. Specific Examples of Racism in the Workplace Ÿ

A large employer hired many people of colour to work in lower paid jobs. While white employees are trained and promoted, employees of colour are never promoted although they are qualified and experienced.

A Sikh man is teased by his co-workers because of his accent and his turban. His co-workers also tell jokes that make fun of immigrants.

An Aboriginal employee in a large department store within hearing distance in the lunch room is subject to the following comment from fellow employees, “I hear that the only good Indian is a dead one.”

A new employee is hired who is of East Indian descent. He has a name that is not easily pronounced by others so he asks that they call him Terry. Within a few days he is referred to as “Terry the Terrorist”

An Asian man applied for promotion. He had all relevant qualifications but was unsuccessful. He later found out that a Caucasian man with no qualifications was offered the job. He complained and was eventually given the job, but his boss asked him to bring in his passport to prove he was Canadian. This followed the boss saying, " Those Chinks are starting to take over this province" .

Anti-Racism Response Handbook, spring 2003

2.3. Results of Racism in the Workplace Racism is Bad for Workers, They can suffer from Ÿ loss of confidence Ÿ stress Ÿ humiliation Ÿ insomnia Ÿ low morale Ÿ anxiety Ÿ physical sickness Ÿ bad work performance They may need time off work and even long-term sickness leave.

Racism is Costly to the Employer, it can result in the following: Ÿ disharmony in the workplace Ÿ unhappy workers Ÿ reduced output Ÿ reduced profits Ÿ high sickness levels And if found guilty of race discrimination damages are unlimited.

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3. RACISM IN EDUCATIONAL INSTITUTIONS 3.1. Identifying Racist Behaviour A racist incident may be defined as any hostile or offensive act or expression by a person of one racial and ethnic origin against a person of another racial group or ethnic origin or any incitement to commit such an act in such a manner that: Ÿ it interferes with the peace and comfort of the aggrieved person; Ÿ the person aggrieved fears for their safety; Ÿ the quality of life of the person aggrieved is reduced. The categorisation of racist incidents should recognise that such incidents can occur Ÿ between pupils Ÿ teacher/pupil Ÿ teacher/teacher Ÿ teacher/ non-teaching staff Ÿ non-teaching staff/ student/employee Appropriate action must be taken to deal with each of the above situations. 3.2. Categories of Racist Behaviour These are the following categories of racist incidents that may occur in educational institutions Ÿ Physical assault against a person or group because of colour and/or ethnicity Ÿ Derogatory name calling, insults and racist jokes Ÿ Racist graffiti Ÿ Provocative behaviour such as wearing racist badges or insignia Ÿ Bringing racist materials such as leaflets, comics or magazines into the school Ÿ Verbal abuse and threats Ÿ Incitement of others to behave in a racist way Ÿ Racist comments in the course of discussion in lessons Ÿ Attempts to recruit other pupils to racist organisations and groups Ÿ Ridicule of an individual for cultural differences, e.g. food, music, dress, etc. Ÿ Refusal to co-operate with other people because of their ethnic origins

Anti-Racism Response Handbook, spring 2003

Racial harassment may occur on the way to or from school, or at other times when students are out of school for trips, work experience, etc. It is recommended that educational institutions develop policies that are wide-ranging enough to encompass all such occasions. In some cases follow-up action may involve other schools, the police or other agencies.

3.3. Underreporting of Racist Incidents in Educational Institutions It is generally believed that there is an underreporting of racist incidents as most racial incidents are ‘deracialized’ because of the uncertainty and sometimes the desire to protect the reputation of the educational institution. This manifests itself most often in the following manner: Ÿ reluctance to investigate the behaviour leading to an altercation between students Ÿ dismissing racist name calling as just name calling Ÿ reluctance to admit that young children could harbour racist attitudes Ÿ the strongly negative connotations of the term ‘racist’, which in the minds of most white people is equated with extreme right wing groups. 3.4. Monitoring Racist Incidents There is a need to monitor racist incidents in every educational institution in order to: Ÿ get a full picture of the frequency and nature of racist incidents; Ÿ measure the effectiveness of the methods used by schools in responding to racist incidents Ÿ give staff and the administration a statistical base for analysis of racist incidents. Educational institutions should keep a record of all racist incidents. Records should be kept in such a way that they give details of the offence itself, the person(s) concerned, action taken and sanctions imposed. Racist incidents may be recorded under the following categories. Ÿ Racist violence and threat. Ÿ Racist abuse and insult. Ÿ Racist graffiti. Ÿ Racist literature.

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Principals or Department heads should provide the Superintendent or President and Board with regular information on racist incidents and their response to them. In the case of incidents of racist violence they should be asked to supply a full written report on the matter together with a statement of how they have been dealt with. The Superintendent or President will designate a senior member of the administration to monitor reported racist incidents. Regular reports will be produced for the Superintendent or President and Board, and these will also be made available to principals, directors and minority ethnic groups. 3.5. Institutional Racism Dealing with racist behaviour is not just responding to individual racial incidents. Educational institutions must also address the issue of institutional racism. Institutional racism can be defined as: â&#x20AC;&#x2DC;The collective failure of an organization to provide an appropriate and professional service to people because of their colour, culture or ethnic origin. It can be seen or detected in processes, attitudes and behaviour which amount to discrimination through unwitting prejudice, ignorance, thoughtlessness and racist stereotyping which disadvantage minority ethnic peopleâ&#x20AC;&#x2122; .

PART II

RESPONDING TO RACISM

Skeena Multiculturalism Diversity Project

1. WHAT YOU CAN DO TO STOP RACISM 1.1.

Personal Steps to Stop Racism

“Men hate each other because they fear each other, and they fear each other because they don't know each other, and they don't know each other because they are often separated from each other.” Martin Luther King, Jr.

Recognize and take action against racism in yourself, your community, school, workplace or home. [Assume racism is everywhere, every day. Just as economics influences everything we do, just as our gender and gender politics influence everything we do, assume that racism is affecting whatever is going on. We assume this because it's true and because one of the privileges of being white does not have to see or deal with racism all the time. We have to learn to see the effect that racism has. Notice who speaks, what is said, how things are done and described. Notice who isn't present. Notice code words for race, and the implications of the policies, patterns, and comments that are being expressed. You already notice the skin colour of everyone you meet and interact with - now notice what a difference it makes.] Notice how racism is denied, minimized, justified and mythologized.

If you feel safe and comfortable, talk to the person whose actions are racist and tell them to stop.

Intervene in situations where racism is being passed on. [Develop the courage to take a stand against injustice. Take risks. It is scary, difficult, and may bring up feelings of inadequacy, lack of self-confidence, indecision, or fear of making mistakes, but ultimately it is the only healthy and moral human thing to do.]

Offer your support to people who are being discriminated against. [Become a white ally]

Check to see if your workplace has human rights policies and programs that deal with racism. If they don't, ask your employer to develop a policy and programs.

Support the leadership of visible minorities and people of other ethnic groups. Do this consistently, but not uncritically.

Don’t do it alone. You will not end racism by yourself. We can do it if we work together. Build support, establish networks, and work with already established groups.

Talk with your children and other young people about racism.

Anti-Racism Response Handbook, spring 2003

1.2.

Being a Strong “White* Ally”

______________ Source:

In order to reduce and eliminate discrimination and institutionalized racism social, political and economic power must be gained by racial minorities. Many representatives of racial minorities are consistent in describing the kinds of support they need from “white” allies if they are to increase their social, political and economic power and overcome the effects of racism and discrimination. * “White” is representative of the dominant race. In the case of Terrace, it is the white race.

[g]

Paul Kivel. Uprooting Racism How White People Can Work For Racial Justice. Gabriola Island BC, New Society Publishers, 2002.

What people of colour want from white allies? The focus here is on personal qualities and interpersonal relationships. Paul Kivel has compiled these from statements at workshops he has facilitated.

Skeena Multiculturalism Diversity Project

2. WHAT YOU CAN DO IF YOU PERSONALLY EXPERIENCE

RACISM 2.1.

What Should You Do If You Are Experiencing Racial Discrimination in the Workplace or Community Actions don't always have to be done on purpose for them to be racial discrimination. "It was just a joke" or "you took it the wrong way" are not excuses. What matters is how the action affects you. Write down what happened, including: Ÿ

The date, place, time and description of the incident;

The name and address of the person discriminating against you and

The names of any witnesses who observed the incident. o If discrimination happens at work, tell the manager or the employer what happened and ask them to do something about it. You should file a complaint at your workplace or with your union if there is a policy. o File a human rights complaint with the BC Human RightsTribunal.

For more information about whether your situation is something that the BC Human Rights Tribunal can help you with, please call the Tribunal at this number: 1-888-440-8844 or (604) 775-2000 in Vancouver.

Resource:

See Appendix “Human Rights Your Rights to Know” published by the B.C. Human Rights Coalition. It outlines the scope of human rights protections and how to deal with violations, filing a complaint and provides resources for victims.

[6]

“Race, Colour, National Origin Anti–Discrimination Casebook” – publication by the Canadian Human Rights Tribunal

The Canadian Human Rights Tribunal has a book titled “Race, Colour, National Origin Anti–Discrimination Casebook” which provides info for employees and customers on how to deal with discrimination at the workplace. Available at www.bchrt.bc.ca.

Anti-Racism Response Handbook, spring 2003

2.2.

Victims of Racism

A. Internalized Racism A large number of visible minorities suffer, in varying degrees, from internalized racism. The characteristics of internalized racism include Ÿ a lack of confidence Ÿ low self-esteem, and Ÿ not liking oneself because of one’s skin colour. These characteristics stem from an inherent sense of inferiority that has nothing to do with one’s native intelligence or creative capacity and ability. Those who suffer from internalized racism are victims of oppression. B. Effects of Internalized Racism Individuals of all visible minorities may be tormented by internalized racism. Some of the ways patterns of internalized racism operate within racial minorities are as follows:

Personal Health

Many develop post-traumatic stress disorder (PTSD) which can have serious physical consequences including: hypertension, heart disease, and stroke. Many PTSD sufferers turn to drugs and alcohol to escape from the haunting symptoms of this psychological malady.

Individual Relations

Patterns of internalized oppression cause victims of racism to dramatize feelings of rage, fear, indignation, frustration, and powerlessness at each other.

Children

Victims of racism invalidate their children with fierce criticism and faultfinding, intending to "straighten them out" but in the process destroying their selfconfidence.

Group Effort

Patterns of internalized racism cause adults to find fault, criticize, and invalidate each other. This invariably happens when they come together in a group to address some important problem or undertake some liberation project. What follows is divisiveness and disunity leading to despair and abandonment of the effort.

Skeena Multiculturalism Diversity Project

________________ Source: [12]

Adapted from Internalized Racism. A Major Breakthrough Has Been Achieved

Leadership

Patterns of internalized oppression cause victims of racism to attack, criticize, or have unrealistic expectations of any one of their group who has the courage to step forward and take on leadership responsibilities. This leads to a lack of the support that is absolutely necessary for effective leadership to emerge and group strength to grow. It also leads directly to the "burn out" phenomenon.

Isolation from other members of their race

Patterns of internalized racism have caused victims of racism to be hurt by members of their own group. They may develop defensive behaviours of distrust, withdrawal, and isolation from others of their own racial group. Sometimes victims feel ashamed of their fear of their own people.

Freedom for victims of internalized racism is more than being able to vote and attend the movie of your choice, and it is more than living in a predominantly white middle-class suburban neighbourhood. It means being internally free. To be internally free means: 타 no longer being haunted by feelings of inferiority because of your skin colour 타 no longer being willing to remain in a social place prescribed by the dominant culture, and 타 letting go of anger and rage. 타 becoming a person among equals who can provide well for their children and be a contributing member of society.

C. Healing Victims of Internalized Racism Dealing with the victims of racism is often an unmet need. Counsellors and the medical profession often deal with many of the symptoms of internalized racism but do not deal with the root of the array of symptoms noted. Our current racial and ethnic relationships have been catastrophic for many because of our fear of the "other" and our painful collective history. The healing process involves a change within a community so racism is no longer perpetuated. It involves a recognition that racism has caused a great deal of pain for the victims and sincere efforts to ensure victims that racism will not continue.

Sources: [2]

Attitudinal Healing Connection Reginald Newkirk and Nathan Rutstein.. Racial Healing The Institutes for the Healing of Racism. Albion Michigan. National Resource Centre for the Healing or Racism, 2000 [17]

Penny Rosenwasser Tool for Transformation: Cooperative Inquiry as a Process for Healing from Internalized Oppression. [13] [9]

Internalized Racism

Effects of Colonialism

Anti-Racism Response Handbook, spring 2003

Healing starts with education and emotional support programs for the victims. Critical components of the healing program includes the following: 타 The opportunity for racial minorities to tell their stories--how racism has affected their lives, what has happened to them and to their people. 타 The chance to openly express their feelings about experiences of racism. When this happens, the damage done by racism begins to dissipate. 타 For this healing process to work well, individuals need someone to listen attentively--someone who is sincerely interested, who stays relaxed while they express their emotions, and who encourages them to use the process of emotional release such as crying, laughing, and trembling. 타 The opportunity for deep dialogue on this topic and its personal effects results in more balanced emotions and begins to allow the victims to transcend the hopeless cycle they are in. When people are given a chance to talk and express their feelings, internalized racism is directly challenged. As emotions are released, people's negative feelings about themselves and others in their groups begin to disappear. People are able to think more clearly. They can reach for co-operative relationships more easily. Once groups of people have had a chance to meet separately in this way, greater unity and participation are possible when they join with larger, more diverse groups of people. Support groups can be used in many settings--at the workplace, at school, in religious settings, in the neighbourhood. Support groups are increasingly helpful for the participants over time. As the participants get to know each other, they become closer, more supportive and more open to each other. Even two people can have a support group, taking turns listening to one another.

Skeena Multiculturalism Diversity Project

3. RACIAL HARASSMENT AND HATE CRIMES 3.1.

What Is Racial Harassment?

“Never doubt that a small group of thoughtful , committed citizens can change the world. Indeed, it is the only thing that ever has.” - Margaret Mead

3.2.

Racial harassment is interpreted as any incident where the victim or any other person (such as a witness or police officer) believes the attacker had a racial motive. Racial harassment includes: Ÿ Assaults of any kind Ÿ Written/verbal threats or insults Ÿ Damage to property Ÿ Offensive graffiti These incidents can happen anywhere – at home, at work, at school or on the streets. If you are a victim of a racial attack or abuse, or witness an incident, report it immediately to the police. If an offence is committed and the offender is caught, provided there is sufficient evidence, the police can prosecute. Alternatively, you may take action in the civil courts or try to obtain damages or an order to stop the offender repeating the behaviour.

What Can And Should I Do? If you are a victim or witness of any of these kinds of incidents: Ÿ Ÿ Ÿ Ÿ Ÿ

Racist graffiti is spray-painted on a community building (e.g. synagogue, mosque, community centre); A local community leader receives hate mail, threats, or internet hate; Tombstones in an ethnoculturally identified cemetery are overturned or vandalized; Students leaving school or congregants leaving a place of worship are attacked physically or verbally; A family home or community centre is defaced with racist slogans or windows are smashed;

Here’s what to do right away: A. Notify the police immediately. Have the number of your local precinct handy. Learn who the officers are who are responsible for hate crime, street crime and /or community liaison. Contact a community support group who will assist you to go to the police if you are afraid to do so yourself. B. Be sure of the facts. When you first learn of the incidents, attempt to determine accurately the WHO, WHEN, and WHERE of the incident. Leave any evidence intact.

Anti-Racism Response Handbook, spring 2003

Do not remove graffiti until the police have seen it. Take photographs, if possible. Do not handle or photocopy hate mail. Retain the envelope. C. Notify a community organization or City of Terrace for support. Document all information that indicates that the attack was racially motivated. Do not attempt to solve the problem on your own. The experience of a support group will be helpful in determining what action to take. D. Contact political and social community leaders. Such contacts are urged for all major incidents. Do not hesitate to ask them for support. Support from the non-aggrieved community can be invaluable, and statements by public officials condemning racism and hate crimes are important. E. Be cautious with the media. In the absence of a pattern of incidents in the area, contacts with the media on minor incidents are not advisable, due to a “copy cat” effect when incidents are reported publicly. When there is a pattern, or there is a major incident so that coverage is unavoidable, media contacts are often advisable and necessary. Consultation with experienced groups and community leaders to develop a media strategy may be very beneficial. F. Stay informed. Contact an experienced organization (see below) and/or your local police service for training or information sessions on recognizing and responding to hate/bias crime and incidents. They will conduct them for your mosque, synagogue, church, school or community centre, and assist in education programs, coalition building and partnerships necessary to create a safe and secure community. Where Can You Get Help? · local police service · school board · City Hall · regional offices of the Department of Canadian Heritage · the Canadian Human Rights Commission, and/or their provincial equivalents, or municipal community and race relations committees.

Skeena Multiculturalism Diversity Project

Sources and Resources on Hate and Hate Crime: CANADIAN: Canadian Anti-Racism Education and Research Society (CAERS) http://www.antiracist.com Canadian Jewish Congress http://www.cjc.ca Canadian Race Relations Foundation http://www.crr.ca www.crr.ca/en/Publications/EducationalTools/RecognizingandReacting.htm Centre de Recherche-Action sur les Relations Raciales (CRARR) crarr@sympatico.ca 519 Community Centre Victim Assistance Program vap@519.icomm.ca League for Human Rights of Bâ&#x20AC;&#x2122;nai Brith Canada http://www.bnaibrith.ca Media Awareness Network (Challenging Online Hate) http://www.media-awareness.ca Urban Alliance on Race Relations and Anti-Racism Response Network www.uarr.org

Anti-Racism Response Handbook, spring 2003

3.3.

Guidelines for Community Action

A. Support the Targets of Hate The communities and individuals targeted by hatred must be supported. This may involve neighbourhood watch programs to protect synagogues, churches, gurdwaras, homes and individuals against attack. It may also involve the protection of individuals who are required to give evidence against hate groups in court. It may also involve supporting those community activists that speak out against hate groups. There is strength in numbers and no one should be left unprotected or at the mercy of a hate group. As part of the strategy of building support for the targets of hate groups, approach elected officials to speak out to create a moral barrier against hate. B. Create a Moral Barrier against Hate Always speak out against hate. Speaking out isolates hate mongers and demonstrates that there is opposition to hate. The more you speak out, the better the chances of preventing meetings and the recruitment of youth. The sooner you speak out the better and the more people who speak out the safer it is for everyone. When hate groups rent a facility, work with government, community groups, unions and businesses to have the license or permit revoked. Renting a hall under a pseudonym is grounds for cancellation of the event. A meeting hall license can also be revoked if there is fear of violence. Unions should not allow members to work in a facility when there is a well-founded fear that a meeting may result in violence and injury. Donâ&#x20AC;&#x2122;t wait until the last moment to have the contract for the event cancelled in the hope that the sudden news of the cancellation will work in your favour. Hate groups are not at all ignorant that contracts can be cancelled and will have arranged another venue or two in the event of cancellation. Therefore, try to have the meeting hall cancel the contract as soon as possible and notify the media that the event has been cancelled. This serves two functions. First, the cancellation will raise awareness in the community that meetings of hate groups is taking place, that they are unwelcome and that businesses that rent to hate mongers will loose public support. Second, the cancellation will result in an initial burst of media attention. An early cancellation will spur the media to search for the alternate venue and will keep the issues of hate in the community alive. C. Observe, Record and Report One of the very first steps in community organizing against hate and for successfully exposing and opposing hate groups is carrying out research gathering complete and accurate information about the group(s) and their activities. Community groups must have accurate and timely information to inform themselves and the media. Information comes not only from existing anti-racist research, but from actively documenting hate group activity in your community through observation, recording incidents of

Skeena Multiculturalism Diversity Project

hate and reporting hate group activity to national anti-racist tracking and monitoring groups. Enlist the help of everyone in the community through anti-racist neighbourhood watch programs. Enlisting help shows opposition to hate and brings people to the coalition by providing them with a useful and meaningful job. Groups listed in the resource section of this handbook have expertise tracking and monitoring hate groups and can, if requested, provide expertise and guidance to community based groups. D. Expose and Oppose The key to combating hate groups is to develop accurate information about the specific hate group that has become active in your community. Provide factual information to the media in an objective manner so that the community can become informed about the group. The next step is to get that information out to the community and the media using a wide-range of already existing social/political networks. Make sure you utilize already existing networks; schools, colleges, churches, political parties, etc. After exposing the hate group to public scrutiny, the next step is to actively oppose the group. This involves lobbying elected officials to speak out and to take action, developing â&#x20AC;&#x153;no-toleranceâ&#x20AC;? policy(ies) in government, schools, etc. Organize information conferences, lectures and information packages to stop hate groups from holding meetings in public facilities, organizing alternative events to attract young people such as rallies, antiracist rock concerts, etc. E. Coalitions and National Networks Community groups can form coalitions to express outrage about hate motivated activities, show public support for the targets of hate, stop the recruitment of young people into the group(s) and motivate government officials and law enforcement to take the issue seriously. Coalitions can be organized around a single issue, or they can be more broad based. Local groups can also work with national networks to build an anti-racist counter-culture that can both expose and oppose hatred in all its forms. The larger the coalition and the more people that speak out the less intimidation any one person is likely to feel. Hate groups will take advantage of any weakness and they will target the most vulnerable members in an attempt to disrupt the coalition. F. Get the Information Out The media is an important tool to educate the public about hate group activity and hate crime. But try to counter-act sensational and irresponsible journalism. When possible, try to develop a relationship with a trusted reporter to get the information published. Make sure that the information you provide the media is accurate. Also utilize alternative press resources in the community; school newspapers, church bulletins, community issues, websites, etc.

Anti-Racism Response Handbook, spring 2003

G. Demonstrate Opposition Information is a tool to fight hate but it is seldom enough. It takes prolonged opposition to defuse hate groups once they have a foothold in a community. Organizing anti-racist events is one of the most important ways to build popular opposition to hate group activity. Anti-racist events provide a moral barrier to hate, gives people a very practical way to express outrage, allows people to channel their energies in a positive manner and helps build a social movement that will tolerate hatred. Organize rallies and marches against hate motivated activity. Support youth-led events to counter recruitment such as anti-racist rock concerts, art competitions, etc. Make sure that you apply for a permit and insurance for the march, rally, public forum or concert. Make sure that there is ample security to protect participants before, after and during the event(s). To avoid violent confrontations, provide security, alert law enforcement, and get the numbers out; make sure that everyone can be defended against attack. H. Encourage Peer-based Approaches One of the most effective ways to counter-act hate group activity is to develop peer-based counselling projects in schools, colleges, universities and religious organizations. Peer based counselling is also effective in helping young people leave hate groups. But get expert advice. Counselling youth to leave hate groups requires more than just saying â&#x20AC;&#x153;no!â&#x20AC;? I. Demand Legal Action Community action can also be directed at public officials. Insist that political leaders speak out against hate. Demand that hate crime laws be developed and used. There are hate crime laws in Canada, but there has been a lack of willingness to use those laws for fear that legal action will bring the hate group more publicity. J. Learn Your History Hate group activity in Canada is not new. There is a very long history of hate in Canada. Know your history to avoid the mistakes of the past. It also helps to know the history of hate in Canada to put current manifestations in historical context. Lobby schools, churches and other institutions to teach that history to the community to reduce the chances of recruitment. K. Build a Social Movement The most important long-term task of any community action is to build a broad based social movement to counter hatred and bigotry. But building a social movement is tiring work that requires skill in negotiation and working with a diversity of individuals and groups. There is no magic solution. Successful organizing requires honesty, openness and the ability

Skeena Multiculturalism Diversity Project

to work under extreme conditions. Spreading rumours, or even allowing rumours to spread in a group, will destroy organizing attempts. L. Develop a Strategic Plan A comprehensive plan of action will involve a strategy to contact and deal with community groups, religious institutions, labour unions, law enforcement agencies, the media and government agencies. To mount an effective grass-roots effort to counter-act hate groups, the broadest coalition of forces must be organized and co-ordinated. Unfortunately, community groups are often divided because they are forced to compete with each other for scarce funding. The first challenge is to try, therefore, to unite groups. It may not be possible to achieve a long lasting coalition because of divisions within and between communities, but it is often possible to unite groups based on single issues and projects that have a clear goal and strategy for implementation. Start small and build on success. Divide the labour of organizing and allow individual groups to provide advice and direction in the campaign. There must, however, be a central decision making authority and a person, or persons, designated to liaise with the media and law enforcement agencies. Also designate an individual in your organization who will take charge in case of an emergency. This person should have all relevant phone numbers (e.g. police, relevant community organizations, key staff members, etc.) and information readily available. M. Freedom of Information Requests and Libel Suits It is important to recognize that hate groups will attempt to unearth information both about anti-racists, their organizations and strategies, by whatever means possible, including illegal wire-taps, surveillance, tracing cellular telephones, hacking Internet Service Providers, etc. Another tool that racists and fascists can use against anti-racist organizing attempts is freedom of information (FOI) requests to access government information. Racists groups use FOIs to: 1) get information on anti-racist groups to mount harassment campaigns, 2) intimidate funders, and 3) tie governments and community organizations up with red tape. The best response to FOIs is to try to ensure that whatever you put in writing cannot be used against you. This is almost impossible to do, but care should be exercised with even the most sympathetic government bureaucrat. Another tool increasingly used by right-wing terrorists to shut anti-racist groups down is libel law. Unlike other countries, it is relatively simple to file a libel suit in Canada regardless of the merits of the case. Libel suits are expensive to defend, tie up the resources of the group and tend to intimidate groups from speaking out. Regardless of how careful a statement may be designed, there are groups that will want to sue for the Source: sake of their cause and as a tactic for fundraising. The best defence is to [1] ensure that you have good legal advice and that you can raise money for a Antiracist.com, legal defence. Libel suits are also useful to the far right in order to discover Learning Resource Centre

Anti-Racism Response Handbook, spring 2003

what and how information about their groups is obtained. It is easier and certainly safer to force anti-racist groups to disclose information about funding, activities and personnel in court or through discovery than to try to infiltrate the group or to acquire confidential information through email, snail mail or other means of surveillance. N. Get Help There are professional groups that can help train community activists when a hate group becomes active in your community. Contact your local RCMP detachment for further information.. O. Stay Safe Develop safety precautions for individuals, groups and facilities. People work better when they know that their fears are being taken seriously and that measures are in place to protect personal and group safety. Hate groups will take advantage of any opportunity that presents itself. Protect information, contact lists and facilities.

Skeena Multiculturalism Diversity Project

3.4.

Community Action Check List Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ

Ÿ Ÿ Ÿ Source: [1]

Antiracist.com, Learning Resource Centre

Make sure you thoroughly research the hate group(s) you have identified. Make sure the information is correct and current. Contact community groups that do research for assistance; Take the time to ensure that you, and members of the coalition, know the issues. Try not to give hate groups an issue they can use against you; Support the targets of hate crime. Ensure their safety and that the crime is reported to law enforcement agencies. Record particulars about the police report and monitor the progress of the police investigation. Identify your allies. Contact relevant groups in the neighbourhood to build a coalition against hate. Contact every progressive community group that may want to join the coalition against hate. Develop a list of names, telephone and fax numbers of supporters and volunteers. Make sure the list is secure; Organize press conferences (with known responsible journalists) and community meetings to provide information about hate group activity. Prepare a fact sheet for release to the community and to the media. Avoid jargon and have references to backup your claims; Designate a media spokesperson. Do not be surprised if what you say is distorted by the media. Expect some negative media coverage; Ask elected officials committed to anti-racism to speak out against hate, but expect negative reactions by some elected officials and bureaucrats; Don’t stop organizing even when things go wrong. Try to plan ahead and learn from the mistakes of others. Don’t assume that hate groups are poorly organized and won’t fight back. Take them seriously. Organize security for handling information, protecting personnel and events.

Anti-Racism Response Handbook, spring 2003

4. COMBATING RACISM IN YOUR WORKPLACE Active polices and procedures are an essential first step in combating racism in the workplace. These should ideally be part of a wider equality program, taking into account the full equality agenda on the grounds specified by law. Remember that under the Human Rights Code a person cannot be refused work, promotion, be fired or forced to work under different conditions because of: Ÿ Age ( 19-65) Ÿ Ancestry Ÿ Colour Ÿ Conviction for a criminal offence or summary conviction charge that is unrelated to the employment Ÿ Family Status Ÿ Marital Status Ÿ Physical or Mental disability Ÿ Place of origin Ÿ Political belief Ÿ Race Ÿ Religion Ÿ Sex (including sexual harassment and pregnancy) Ÿ Sexual orientation 4.1.

Steps to Deal with Racism in the Workplace The following policies and practises may have a specific focus on the size, sector and function of the organization or business and the steps presented below will need to be tailored to the particular type of organization or business. Likewise they are easily incorporated into a wider more integrated equality initiative. They do reflect a baseline against which progress can be measured. Ensure Your Policies and Procedures Send a Clear Equality Message Ÿ Send a clear message that racism will not be tolerated in the workplace and make an open commitment to challenging racism. Ÿ Make sure your equal opportunities statement includes an anti-racism element. Ÿ Make an action plan which defines your organisation's key strategies to combat racism. Ÿ Implement a monitoring process to evaluate the effectiveness of your anti-racism activities and strategies. Ÿ Implement strategies to encourage the involvement of Aboriginal and minority ethnic employees in workplace structures and activities.

Skeena Multiculturalism Diversity Project

Incorporate Diversity into your Recruitment and Selection Ÿ Include an equal opportunities statement in all of your advertisements to encourage applications from Aboriginal people and minority ethnic groups. Ÿ Nominate a staff member to take responsibility for ensuring equality compliance. Ÿ Use a wide selection of advertising media to ensure your advertisements reach an Aboriginal and ethnic minority audience. Ÿ Use selection criteria that focus on essential requirements for the job. Ÿ If you use selection tests, check they do not contain culturally-specific questions which would present a barrier to successful applications by Aboriginal people or ethnic minorities. Promote a Culture and Ethos that Acknowledges Diversity Ÿ Promote an organisational culture that openly values and accommodates difference and cultural diversity. Ÿ Make anti-racism training available for employees and management and encourage them to participate in it. Ÿ Make support mechanisms available to employees from Aboriginal and minority ethnic communities within the workplace, e.g. a structured grievance process for dealing with harassment from colleagues, customers, clients or suppliers. Ÿ Be flexible in reconciling work with specific cultural needs, for example, the need to worship during the day. Ÿ Provide customised training courses where required, for example, language training. Ÿ Develop links with the community to help learn more about Aboriginal and minor ethnic groups. Ÿ Translate staff information booklets, surveys and other material as required. Celebrate Diversity in Your Workplace Ÿ Develop an intercultural ethos in staff areas such as the canteen. Use posters or newsletters for example. Ÿ Organise specific events, such as ethnic food, ethnic music, and staff briefings. Ÿ Make use of resources from Aboriginal and minority ethnic groups. Ÿ Create an opportunity for a work placement for an asylum seeker. Ÿ Take time to understand another culture. The former British Columbia Human Rights Commission developed an information guide (2000) titled “Preventing Harassment in the Workplace”. It has sections on ‘What is Harassment; Developing and Implementing an AntiHarassment Policy’, and ‘How to deal with Harassment’.

A copy of this document can be ordered from the B.C. Human Rights Tribunal. They can be contacted at 1-888-440-8844 or (604) 775-2000 in Vancouver. Their web site is www.bchrt.bc.ca.

Anti-Racism Response Handbook, spring 2003

4.2.

Employment Equity

Employment Equity is a program of planned change. It is a program to make sure the workforce in almost every workplace reflects the community. It is aimed at four groups: Equitable representation in the workforce of each employer of: Ÿ Aboriginal Persons Ÿ Persons with Disabilities Ÿ Racial Minorities Ÿ Women These are groups which continue to be under-represented in most British Columbia workplaces, despite some voluntary efforts by employers. Many people are worried about mandatory equity programs. These fears have no basis in reality. However it is true that employment equity challenges all of us to question long-held beliefs.

Common Myths include the following: Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ

reverse discrimination hiring unqualified workers overnight change in the workforce make-up a plan that would make Terrace’s workforce look like Vancouver’s a program that lays off white males to make room for designated group members a program mainly for racial minorities an opening for employers to destroy hard-won seniority provisions that can protect all workers the end of hiring for white males

Who Benefits From Employment Equity? Major Sources for Section 4: [4]

Preventing Harassment in the Workplace, British Columbia Human Rights Commission. March 2000 Harassment in the Workplace. Vancouver Pacific Business & Law Institute November 1994

Employment equity plans benefit four groups of workers who have faced the most damaging and persistent kinds of discrimination in employment. Indirectly, they benefit everyone, including members of the community. They contribute to a more harmonious and equitable workplace for all. When employee diversity in the workplace is valued significant benefits to both the employee and the public occurs, such as: Ÿ More effective personal/interpersonal communications Ÿ Improved team functioning and performance Ÿ Increased creativity and innovation Ÿ Greater capacity for problem solving Ÿ Enhanced equality of opportunity Ÿ Better professional health and well-being Ÿ Reduced absenteeism and higher staff moral Ÿ Recruitment and selection from a wider talent pool Ÿ Ability to attract and retain employees with valuable skills Ÿ Improved service and community satisfaction Ÿ Positive city and community image

Skeena Multiculturalism Diversity Project

4.3.

A Code of Ethics

A 10 POINT CODE TO FOLLOW 1.

Treat people from minority groups with the same respect you show to other people.

Challenge, where appropriate, racist remarks and insults.

Report racist incidents to your branch secretary in the workplace, and to the police outside the workplace.

If you see racial harassment occurring in a public place, such as a shop, cinema, restaurant etc. inform the management.

Support initiatives which help to combat racism.

Look for opportunities to establish and strengthen your personal ties with local ethnic, religious and cultural minorities.

Extend a hand of friendship to persons of different cultural backgrounds.

Do not prejudge or label people because of their cultural or ethnic origin.

Teach children to respect different cultures.

10. Make your workplace a comfortable environment for workers of all cultures regardless of their ethnic or cultural background.

Anti-Racism Response Handbook, spring 2003

4.4.

Example of an Anti-Racism Policy Statement

_______________________________ believes in equitable treatment for all individuals regardless of race, colour, ancestry, ethnic origin, religion, socio-economic status, gender, sexual orientation, physical or mental ability, or political beliefs. The letter and spirit of the Canadian and BC Human Rights Acts shall be carefully observed, enforced, and supported, so that all members of the community may work together in an atmosphere of respect and tolerance for individual differences. ________________________________rejects racism in all its forms, and is committed to the elimination of racist discrimination and harassment in its structures and in the learning and working environments for which it is responsible. In fulfilling this commitment, the ___________________will implement programs to counteract the causes and redress the effects of racism in the educational context. It will actively protect the right of all staff, employees and students to achieve their full potential in an environment which affirms their cultural identity. __________________________rejects racist behaviour, and the attitudes which cause it, and asserts the right of those who experience racism to protest against it. In so doing, the ________________________is taking steps to break the silence and challenge the denial which are at the heart of racism. Programs will be introduced to promote amongst all staff, employees, and students an understanding of racism, including its causes and effects in the educational context, so that those who witness it will come to acknowledge and reject it. We will uphold and protect the right of those who experience racist discrimination to be free of such behaviour in places of work and recreation. All staff, students and employees will be provided with avenues of complaint and redress at every school and worksite within the_________________________ . Appropriate measures (including disciplinary action, if necessary) will be taken against those who practise racist behaviour. Action will be taken to ensure that all staff, students and employees understand and fulfil their responsibilities with respect to the implementation of this policy. All departmental policies, practices and structures will be monitored and reviewed to ensure they are congruent with and supportive of the Antiracism Policy.

Skeena Multiculturalism Diversity Project

5. STRATEGIES FOR COMBATING RACISM IN EDUCATIONAL INSTITUTIONS There are two broad strategies in combating racism in educational institutions Ÿ Providing the students with an education which increases interracial understanding, develops mutual respect and promotes positive images of minority cultural groups. This can be accomplished mainly through the development and delivery of an antiracist/ multi-cultural curriculum and ethos, and ensuring there are antiracist structures, procedures and forms of organization Ÿ Tackling racist incidents within educational institutions and seeking to eliminate such anti-social behaviour. 5.1.

Preventive Measures An educational institution adopting strong and clear preventive measures is the best way to confront the problem of school-based racism and racial harassment. At a minimum, such measures should include: Ÿ Clear, well-publicised policies and procedures. Ÿ Training and awareness raising for all staff. Ÿ Informing students and parents about what constitutes harassment and the consequences of any racial harassment, and the recourse available for those individuals subject to harassment. Ÿ Classroom and curricular strategies for establishing and reinforcing equality in attitudes and actions. Other considerations could include: Ÿ Primary and elementary schools should prepare for the move to secondary school and their probability of meeting many other pupils from different cultures. Ÿ Creating a directory of local resources – human and physical. Ÿ Developing strong links with all families. Family and community support is critical to the success of any effort to reduce harassment Ÿ Developing a handbook for parents may help reduce parent concern and build support for the actions of the institution

School Policy Elements of a strong anti-racist policy include: Ÿ Guidelines to help explain what constitutes racism. Ÿ Clear and well-defined consequences of racist actions. Ÿ Approximate length of time it should take to investigate a complaint. The names of staff to whom victims can go when they feel they've been harassed, bullied or intimidated. Ÿ Consequences of a staff member not responding to a complaint. Ÿ How parents will be involved. Ÿ What help and advice is available to victims and perpetrators.

Anti-Racism Response Handbook, spring 2003

A grievance procedure. This is often an effective way of preventing and dealing with the problem. Elements of effective grievance procedures include: o Notice given of the procedure, including where complaints can be filed. These should be readily available for students, parents, and employees. o Assigning an impartial investigator. o Parties involved given the opportunity to present witnesses and other evidence. o Time frames set for the major stages of the complaint process. o Notice given to the parties of the outcome of the complaint. o Assurance given that the school will take steps to prevent the recurrence of any harassment, and that it will correct its effects on the complainant and others where appropriate. o Language support for parents whose first language may not be English. o In addition, many schools find grievance procedures are even more effective if they: § Provide an opportunity to appeal the findings and/or remedy § Include a formal and informal means for resolving complaints § Keep parents/students informed of the status of their complaints. § Include an assurance that false reports will not be tolerated and identify sanctions for violations.

Skeena Multiculturalism Diversity Project

5.2.

General Measures to Be Taken By Schools Ÿ Ÿ

The curriculum both planned and hidden should reflect the fact that Canada and British Columbia is a society which is both multi-racial and culturally diverse, but where racism is commonplace. The variety of social and cultural groups should be evident in visual images, stories and information disseminated within educational institutions. If the curriculum does not incorporate consciously an antiracist / multi-cultural perspective, it will be guilty of reinforcing prejudices and racism through distortions, omission and misrepresentation of the historical and cultural experiences of people. Students in educational institutions should understand the role Aboriginal peoples played in the development of this country and why the wide range of minority ethnic groups have immigrated to Canada.

Ethos and Organisations Ÿ Ÿ Ÿ

The physical environment can reflect racism by graffiti in and around school premises; by lack of signs in languages other than English and by the absence of displays reflecting a multi-cultural community. The grouping of students which might include, for example, the withdrawal of ethnic minority pupils on a regular basis, is a further reflection of racism which should be examined. The ethos and atmosphere should show the respect which is the entitlement of all persons entering the institutions. This should include public notices giving directions in the major languages. Rules and regulations of an educational institution should be sensitive to, and show respect for, diverse religious/and cultural practices.

Language and Dialect Ÿ Ÿ Ÿ Ÿ

Racism can be manifested in the attitudes of an educational institution to non-standard dialect, accents and languages of minority ethnic communities. The educational institutions should be responsive to the issue of linguistic diversity, and staff should be aware of the language and other dialect repertoires of their students. All students should feel that their languages are “valued and respected”. The use of several languages should be positively encouraged. All educational institutions need to develop a language policy appropriate to their own student population and this ought to be written into the educational institution's policies.

Books and Materials Ÿ

Schools should select the text books and materials taking into account their appropriateness in today’s multi-cultural society,

Anti-Racism Response Handbook, spring 2003

Ÿ Ÿ

Institutions should not use any book with myths and stereotypes on which prejudice and hatred feed. Materials in educational institutions must be examined for racist bias and either withdrawn from use or used as a resource to promote discussion on racism and racist content. In addition, positive steps must be taken to ensure good practices with regard to the purchase of books, etc. which reflect the multi-racial and culturally diverse society in which we live.

In The Staff Room Principals and department heads can draw the attention of teachers to issues of racism by Ÿ Putting the issue of racism on the agenda for regular discussion at staff meetings. Ÿ Examining institutional practices and procedures to identify the way racism operates within the institution. Ÿ Analysis of conscious racist behaviour and what constitutes ‘unintentional racism’. Emphasis should be on effects rather than intent. Ÿ Analysing individual behaviour. Ÿ Drawing upon the advice and experience of others, including other schools and those with specialist knowledge and experience. Ÿ Agreeing to common strategies to improve the learning environment of the institutions.

Other Measures Ÿ Ÿ Ÿ

Parents and the community should be made aware of the school's policy on combating racism. Parent meetings should be used to stress the school's commitment to combating racism. Governing Bodies/School Boards should put the issue of racism on their agenda.

Training Ÿ Ÿ Ÿ

In-service training with an anti-racist input is essential to equip the staff to deal with racist behaviour. On-site seminars or workshops in schools should be arranged. Regional resources should be harnessed to collect materials and arrange seminars and workshops to share the experience of each other.

Skeena Multiculturalism Diversity Project

5.3.

Dealing with Alleged Racist Incidents If anyone feels an incident is racist then:

A. Initial Response · treat the issue seriously · respond immediately · reinforce the school’s position and rules on racism · focus on the perpetrator’s behaviour (rather than the person) · support and affirm the victim · connect with pupils’ feelings · support and affirm the victim, explaining how racism works through the stereotyping of an individual B. Record

· ·

C. Investigate · · ·

· · ·

fill in a Racist Incident Report Form notify the named management team member responsible for dealing with racist incidents senior manager to lead listen to all parties address underlying issues, e.g. an incident may not be racial in origin – it might be a dispute over resources in which racist abuse has been used; in which case the original issue should be sorted out as well as the use of the unacceptable words that made it a racist incident make sure race issues are covered – do not just treat incidents as, say, a case of simple bullying – be able to explain why it is a racist incident if you judge it to be such reinforce the school’s position and rules on racism if it’s not judged to be a racist incident this would need to be explained to the parties involved, though the incident might still remain as another kind of infringement of the school’s behaviour policy which needed a response.

D. Further response · inform (a standard note can be useful) and involve tutors/class teachers · follow through with both victim and perpetrator · address the perpetrator’s racist behaviour and correct racist misperceptions, e.g. about not belonging in “our” country · reinforce the school’s position and rules on racism · bring both parties together and give them a chance to be involved in resolving the situation

Anti-Racism Response Handbook, spring 2003

contact parents/caregivers (Social Services in the case of “looked after children”) of both the victims as well as the perpetrators – a procedure for reporting should be in place. This could involve a letter appropriate to the situation, or by a phone call with an invitation into school (if felt to be appropriate). ** Victims have a right to refer cases to the police if their parents so wish and all parties have a right to appeal to the School Board. E. General Follow Through · follow through with appropriate measures to reinforce the school’s position with individuals/group/class/school via assembly, circle time, tutor period and curriculum · present monitoring returns to staff to ensure regular discussion & development of good practice · continue to encourage pupils to report and discuss racist incidents and how they should respond · use existing means of involving students, such as a student council · work with other agencies to promote good race relations · School Board could be informed at the end of each term of incidents and actions taken to deal with them as a part of the principal’s or department head’s term report · School Board can look for patterns, good practice, etc · nominate a board member or board committee to have oversight of this area.

Skeena Multiculturalism Diversity Project

5.4.

Dealing with Members of Staff Racist behaviour from any member of staff of an educational institution towards any student, parent or another member of staff, must not to be tolerated. In case a member of the staff racially abuses a student or parent, the following procedures can be followed to deal with the matter: Ÿ Known incidents must be reported to principal or department head. Ÿ The principal or department head must seek to resolve the issue. Ÿ If parents or students are not satisfied with the actions taken by the principal or department head they shall be informed of their right to make a formal complaint to Superintendent or President. The Superintendent or President will investigate the case and take appropriate action if necessary through the principal or department head using the agreed disciplinary procedures and in accordance with any collective agreements. Ÿ Where the parents or pupil are not satisfied they shall then be able to report this to the police Ÿ Racist behaviour by any member of staff will be considered unprofessional conduct and the person concerned may be subject to disciplinary action through the agreed disciplinary procedures, and/or collective agreement or professional organisation Ÿ The educational institutions will make the procedure of complaint known to the student or parents In the case of any member of staff being racially abused by another member of staff, s/he can make a complaint through appropriate grievance procedures. Should the member of staff be unsatisfied by the Grievance Procedure, s/he will have recourse to law and/or the B.C. Human Rights Tribunal.

5.5.

Supporting the Victim(s) It is important to ensure that action taken to deal with racist incidents includes support for the victim(s). It is likely that a child or young person who has been subjected to racist behaviour will be feeling hurt, vulnerable and in need of reassurance. A caring and sensitive approach to those feelings at the time of the incident is one of the most tangible and effective ways in which a member of staff can demonstrate the commitment of the school to combating racism.

Effective action could include: Ÿ Ÿ Ÿ

speaking separately to the victim; supporting and reassuring the pupil; offering the pupil the opportunity to talk about the incident and how he/she feels; recognising that a pupil who has been subjected to racial abuse may

Anti-Racism Response Handbook, spring 2003

Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ

be reluctant to talk about the experience at the time but may be willing to do so at a later stage; explaining what action the school has taken or will be taking to deal with the perpetrator; reassuring the pupil about the school's commitment to challenge and counter racism and encouraging him or her to report any future incidents immediately to a member of staff; asking if the pupil has been the victim of racism on previous occasions; recording the pupil as a victim of racism using the school form for recording and reporting racist incidents; informing the parents of the incident; explaining what has happened and what action has been taken by the school reassuring them that the school will take steps to prevent any repetition; care needs to be taken where an allegation of racial harassment proves, on investigation, to be groundless. The pupil, student or parent who made the complaint needs to have the situation explained to them with due sensitivity in order to ensure that they are not discouraged from expressing any similar concerns in the future.

5.6.

Dealing with the Impact on the School and Community Ÿ Racist graffiti or slogans whether on books or walls, should be removed immediately and any damage repaired. Ÿ Racist literature, badges and insignia should be confiscated upon discovery and the reason for not allowing them explained. Ÿ If the matter is of a serious nature, the students and staff should meet together to discuss it. In addition, assemblies could be used for this purpose. Keeping students and staff informed is essential for harmonious relationships within the establishment. Ÿ Any distortion of the matter through rumour should be explained promptly by the teacher. Ÿ Feedback from parents and responsible members of the community should be obtained in order to assess the impact of the incident.

5.7.

Checklist for Dealing with Racist Incidents The checklist below highlights some specific areas of school activity that schools may wish to consider in dealing with and preventing racist incidents, and may be useful as a focus for discussion at a staff or board meeting. Ÿ Is there a whole school culture that promotes race equality and the need to counter racism? How is this manifested? Ÿ What efforts are made to ensure that pupils and parents from minority ethnic groups feel valued in the school? Ÿ Are all reports of racist incidents and harassment treated seriously and consistently by all staff? Are pupils, in particular, believed? Ÿ Is staff provided with opportunities to discuss racism and racist incidents to ensure that they are sensitive to their causes and effects?

Skeena Multiculturalism Diversity Project

Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ _____________ Sources: [18]

Racism in Our Schools [10]

Equity Rights Carlton University

Ÿ Ÿ Ÿ Ÿ

[16]

Racism. Middlesborough LEA Behaviour & Discipline [11]

Guidelines on School Policies to Address Racial Harassment, London Borough of Harrow December 2002 [7]

Combating Racist Behaviour, Rochdale Metropolitan Borough Council [14]

Leicester City Schools Racist Incidents School Reporting and Monitoring Procedures [15]

Northamptonshire County Council Draft Racist Incident Guidelines

Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ

Are there opportunities for all pupils to discuss racism and racist incidents and to develop strategies for countering them? Are pupils aware of the school's commitment to combating racial harassment? Are pupils aware of the reporting procedure and how to use it? Is all staff aware of this booklet and of the school's policy and procedures for countering racism and dealing with racist incidents? Are parents aware of the school's commitment to combat racial harassment? How is information about the school's policy and procedures shared with parents? Is a member of the senior management team responsible for monitoring racist incidents in order to ensure that the school's policy and procedures are being effectively implemented? Have minority ethnic pupils and parents been asked if they have ever experienced racism in the school and if they feel that racist incidents are dealt with promptly and effectively? Is all staff on the alert for pupils who may be suffering in silence (for example, the isolated black or traveller pupil in a school)? Does all staff challenge parents and other adults if they express racist views in the school? Is staff on the alert for harassment which takes place outside the school (for example, on journeys to and from school)? Do pupils, parents, governors and staff all take responsibility for dealing with racism in school and reporting racist incidents?; Does the curriculum and the school environment reflect a positive attitude towards people from all backgrounds and in particular towards those groups who suffer from racism and discrimination in society? Is there a range of appropriate sanctions, understood by all, for pupils and students who undertake racist activities in school? Is it understood and accepted that any act of racial discrimination or harassment carried out by a member of staff is a matter of professional misconduct? Is there enough staff in the playground during break and lunchtimes to diffuse potential conflicts and prevent harassment and aggressive behaviour? Are co-operative and peaceful activities provided for children at break times, and are there peaceful "havens" for pupils? Is the whole school community involved in the development and implementation of the school's policy and practice in the area of racial harassment and racist incidents? Do the trustees regularly monitor developments with regard to policy and practice in this area, and the responses to any racist incidents that occur? Is there a member of the senior management team responsible for ensuring that policy and practice in this area is carried out effectively on a day to day basis?

Anti-Racism Response Handbook, spring 2003

6. RESOURCES AND CONTACTS 6.1.

6.2.

Local Organizations Skeena Diversity Project

info@skeenadiversity.com

City of Terrace, 3215 Eby St., Terrace

(250) 635-6311

Terrace RCMP Detachment, 3205 Eby St, Terrace Terrace Victims Assistance Program

(250) 638-7400

Selected Websites

Name

Address

Antiracist.com

www.antiracist.com

AMSSA

www.amssa.org

Affiliation of Multicultural Societies and Service Agencies of B.C.

Artists Against Racism

www.vrx.net/aar/home.html

B.C. Human Rights Coalition

www.bchrt.bc.ca.

B.C. Aboriginal, Multiculturalism and Immigration Programs Department

www.mcaws.gov.bc.ca/amip

B'nai Brith Canada

www.bnaibrith.ca

Beyond Prejudice

www.eburg.com/beyond.prejudice

Canadian Centre for Multicultural and Intercultural Education

www.ccmie.com

Canadian Human Rights Commission

www.chrc-ccdp.ca

Canadian Race Relations Foundation

www.crr.ca

Commission Canadienne des droits de la personne

www.chrc.ca

Commission de droits de la personnes et des droits de la jeunuesse (Gouvernement du QuĂŠbec),

www.cdpdj.qc.ca

Skeena Multiculturalism Diversity Project

Cross Point Anti-Racism

www.magenta.nl/crosspoint

Ensemble contre le racisme

www.antiracisme.org

Racism Stop It! (Department of Canadian Heritage)

www.march21.com

Urban Alliance on Race Relations

www.interlog.com/~uarr

What You Need to Know about Race Relations.

racerelations.about.com/mbody.htm

6.3.

Web Sites Noted in Document

Name

Address

1 Antiracist.com A Learning www.antiracist.com Resource Centre 2 Attitudinal Healing Connection

www.ancestralhealing.com/racialhealing.html

3 British Columbia Human Rights Coalition

www.bchrt.bc.ca.

4 BC Human Rights Commission

www.bchrc.gov.bc.ca/HumanRightsCode.asp

5 Canadian Race Relations Foundation

www.crr.ca/en/Publications/EducationalTools/ RecognizingandReacting.htm

6 Race, Colour, National Origin Antiâ&#x20AC;&#x201C;Discrimination Casebook

www.chrc-ccdp.ca

7 Combating Racist Behaviour Rochdale Metropolitan Borough Council

www.rochdale.gov.uk/docs/education/combatracist

8 Criminal Code of Canada

laws.justice.gc.ca/en/c-46/39829.html

9 Effects of Colonialism

race2000.asu.edu/yellowbird/bird1.htm

Anti-Racism Response Handbook, spring 2003

10 Equity Rights Carlton University

www.carleton.ca/equity/humanrights/plguide-overall.html

11 Guidelines on School Policies to Address Racial Harassment, London Borough of Harrow December 2002

www.lg-employers.gov.uk/documents/larrie/ lawrence/racial_harassment/848.pdf

12 Internalized Racism. A Major Breakthrough Has Been Achieved

www.rc.org/publications/journals/black

13 Internalized Racism

www.rc.org/uer/InternalizedRacism.html

14 Racist Incidents School Reporting and Monitoring Procedures, Leicester City Schools

www.leicester.gov.uk/departments/page.asp?pgid=4406

15 Draft Racist Incident Guidelines, Northamptonshire County Council

www.northants-ecl.gov.uk/apps/IPS/msc/rig/stv.asp

16 Racism. Middlesborough LEA Behaviour & Discipline

www.schoolweb.middlesbrough.gov.uk/staffroom/ianmawson/ im_everyone_belongs_03.html

17 Tool for Transformation: Co-operative Inquiry as a Process for Healing from Internalized Oppression. Penny Rosenwasser

www.edst.educ.ubc.ca/aerc/2000/rosenwasserp1-final.PDF

18 Racism in our Schools Canadian Race Relations

www.crr.ca

19 Statistics Canada

www12.statcan.ca/english/census01/release

Skeena Multiculturalism Diversity Project

7. Bibliography a. BC Eliminates Racism Together - The Award and How to Become Involved. BC Ministry Responsible for Multiculturalism. 1997 b. BC Federation of Labour http://www.bcfed.com/Taking+Action/Fighting+Racism/index c. Challenging Systemic Racism Forum, British Columbia Ministry Responsible for Multiculturalism and Immigration March 20, 1998 d. Gender & Diversity- Creating Inclusion in the College Environment. Victoria: Centre for Curriculum and Professional Development. 1995 e. Isajiw, Wsevolod W. Understanding Diversity Ethnicity and Race in the Canadian Context. Toronto: Thompson Educational Publishing, Inc.1999 f. James, Carl E. Seeing Ourselves Exploring Race, Ethnicity and Culture 2nd Edition. Toronto: Thompson Educational Publishing, Inc. 1999 g. Kivel, Paul. Uprooting Racism How White People Can Work For Racial Justice. Gabriola Island, BC, New Society Publishers, 2002. h. Ministry of Aboriginal, Community and Women’s Services. Settlement and Multiculturalism Branch BC Anti-racism and Multiculturalism Program http://www.mcaws.gov.bc.ca/amip/prgs/bcamp.htm i. Newkirk, Reginald and Rutstein, Nathan. Racial Healing The Institutes for the Healing of Racism. Albion Michigan: National Resource Centre for the Healing of Racism, 2000 j. Preventing Harassment in the Workplace. British Columbia Human Rights Commission. March 2000 k. Racism and Education Different Perspectives and Experiences. Ottawa: Canadian Teachers Federation. 1992 l. The Busy Citizen’s Discussion Guide: Facing the Challenge of Racism and Race Relations 3rd Edition http://www.studycircles.org/pdf/facing.pdf m. Thomas, Barb and Novgrodsky, Charles. Combating Racism in the Workplace – A Course for Workers. Toronto: Cross Cultural Communication Centre, 1991 n. What You Need to Know about Race Relations. http://racerelations.about.com/mbody.htm o. Linda Kavelin-Popov with Dan Popov, Ph. D. and John Kavelin. The Family Virtues Guide: Simple Ways to Bring out the Best in our Children and Ourselves. Penguin Books of Canada Ltd., 1997 http://www.virtuesproject.com/

Anti-Racism Response Handbook, spring 2003

APENDIX A: Total Population in Terrace & British Columbia 2001

Source: [19]

Statistics Canada, Census 2001

Aboriginal peoples and visible ethnic minority populations are growing rapidly in British Columbia. There are an ever-increasing number of immigrants from Asian and other countries and the Aboriginal population is growing largely due to the birth rate, improved health and housing, and immigration to urban centres. The following charts outline this population shift.

Skeena Multiculturalism Diversity Project

Immigration Characteristics Characteristics Terrace

British Columbia

Total

Male

Female

Total

Male

Female

Total - All persons

19,885

10,125

9,755

3,868,875

1,904,080

1,964,790

Canadian-born population

17,475

8,830

8,640

2,821,870

1,405,005

1,416,865

Foreign-born population

2,340

1,250

1,085

1,009,815

481,620

528,200

Immigrated before 1991

2,060

1,120

945

639,200

307,225

331,975

Immigrated between 1991-2001

280

135

145

370,615

174,395

196,215

Non-permanent residents

37,185

17,455

19,735

Immigration Terrace Foreign-born population 12%

Canadianborn population 88%

Immigration B.C. Foreign-born population 26%

Canadianborn population 74%

Anti-Racism Response Handbook, spring 2003

Foreign-born Terrace Immigrated between 1991-2001 12%

Immigrated before 1991 88%

Foreign-born, B.C.

Immigrated between 1991-2001 37%

Immigrated before 1991 63%

Skeena Multiculturalism Diversity Project

Aboriginal Population Characteristics

Terrace

British Columbia

Total

Male

Female

Total

Male

Female

Total - All persons

19,880

10,125

9,760

3,868,875

1,904,080

1,964,79 5

Aboriginal identity Population

3,085

1,455

1,635

170,025

83,220

86,805

16,795

8,675

8,125

3,698,850

1,820,860

1,877,9 85

Non-Aboriginal population

Aboriginal Population, Terrace

Aboriginal identity population 16%

Non-Aboriginal population 84%

Aboriginal Population, B.C.

Non-Aboriginal population 96%

Aboriginal identity population 4%

Anti-Racism Response Handbook, spring 2003

Visible Minority Status Characteristics

Terrace

British Columbia

Total

Male

Female

Total

Male

Female

Total population

19,880

10,125

9,755

3,868,875

1,904,080

1,964,790

Visible minority population

825

420

410

836,445

404,425

432,020

Chinese

365,490

176,765

188,720

South Asian

500

240

265

210,295

105,040

105,255

Black

25,465

13,525

11,940

Filipino

64,005

26,385

37,625

Latin American

23.885

11,550

12,335

Southeast Asian

34,970

16,855

18,115

Arab

6,605

3,805

2,805

West Asian

22,380

11,665

10,720

Korean

31,965

15,255

16,705

Japanese

32,730

14,400

18,330

4,195

2,150

2,040

14,465

7,040

7,425

Visible minority n.i.e Multiple visible minorities

Skeena Multiculturalism Diversity Project

Visible Minority Terrace

Korean Japanese 1% Arab 1% 1%

Multiple visible minorities Chinese 2% 5%

Latin American 8%

Filipino 11%

Black 10%

Visible Minority B.C.

Japanese Other visible m inority 1% 4% Korean 4% West Asian 3% Arab 1% Southeast Asian 4%

Latin Am erican 3%

Filipino 8%

Black 3%

South Asian 24%

South Asian 61%

Multiple visible minorities 2%

Chinese 43%