York Federation of Students local 68
canadian federation of students
YFS EQUITY HANDBOOK
Dear Members, Social inequity is embedded in our institutions and systems as well as our individual values and beliefs. We do not form our beliefs and prejudices in a vacuum so any change must begin with individuals transforming ourselves. We can change preconceived notions and patterns of thinking by challenging our perceptions and assumptions, critically analyzing what we think we know and recognizing power in our relationships. But for any real change to happen, we must also work to restructure systems and institutions. To do meaningful anti-oppression work, we must first understand the power and privilege we individually hold and where it comes from.
The guide you are holding is meant to expand on your understanding of equity and anti-oppression principles. It will take you out of your comfort zone and challenge your understanding of power, privilege and your own unique position. But at that point is when real, meaningful transformation will take place. This guide is also meant to empower students to take action to break the cycles of inequity within our society.
Anti-oppression is a manner of thinking and acting that recognizes the complex injustices people experience within our society and works to combat all forms of oppression, discrimination and violence. Anti-oppression is an ongoing process of unlearning, learning and resisting.
In solidarity,
Imagine how the world would change-or even how York University would changeif we all started challenging oppression and teaching our families, friends, neighbours and co-workers to do the same.
York Federation of Students
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Ending the oppression others experience is a collective responsibility. Especially when we have the privilege and resources to do so. To be a good ally, one has to both listen and take action. When we seek to better understand ourselves and others, we can work collectively to promote greater inclusivity and acceptance.
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Equality vs. Equity Equality refers to the state of being the same.
Equity refers to the state of being just and fair.
It is based on the idea that everyone in society has the same status and therefore, the same treatment should result in equal outcomes.
It is based on the recognition that people have diverse identities resulting in different experiences of marginalization and discrimination. Treating everyone exactly the same perpetuates the existing imbalance of power in society and further marginalizes certain identities.
Equality is giving everyone a shoe, equity is giving everyone a shoe that fits.
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Identity
Power and Privilege
Our identities are made up of our gender(s), race, ability, sexual orientation, religion, socio-economic class and age.
Privilege:
Some components of our identities are visible to others while other parts of our identities cannot be determined simply by looking at someone.
Special rights, advantages and immunities bestowed on members of dominant groups of society at the expense of other disadvantaged groups.
Our identities shape our experiences and how we interact with others in our world.
The society we live in grants privileges to the following identities (not an exclusive list): white, able-bodied, heterosexual, male, Christian, and English-speaking.
Society has given value and dominance to certain identities over others.
Privileges are unearned and are meant to be invisible to those who have them. They are granted to members of dominant groups whether they want them or not and regardless of their intent. Certain components of an individual’s identity may grant them privilege in society, while other aspects of their identity may carry disadvantages.
Power: The capacity to exercise control over others. The ability or official authority to decide what is best for others. Dominant groups have power to exercise their privileges and maintain their overall distribution in society and can sometimes do it without even realizing it.
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Inclusive Language
comfortable with. •
Use “folks” or “people” instead of “guys” to address groups of people.
A Note About How We Use Words
Challenging Oppressive Language
Part of engaging in equity work is understanding the power of language. It is important to remember that language is not stagnant and is constantly changing and shifting as analysis evolves and we better understand the different forms of oppression and resistance.
Because none of us can know everything, understand every oppression or be free of all prejudice- we know it is likely that someday someone will call us out on something we say or do and it is good to be prepared.
How to ACCEPT a challenge Words carry immense power and our choice of words can have dire consequences regardless of our intentions. It is about impact, not intention.
If someone “calls you out” and tells you, you have just made a racist/sexist/homophobic/ableist comment.
Say what you mean
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Take a DEEP BREATH: (Ask a question only to clarify and not to argue).
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LISTEN CAREFULLY: (try to understand
Using words like “gay”, “retarded” or “lame” degrades individuals with those identities and reinforces stereotypes that deem certain individuals to be less valued members of society. For example, use ridiculous, annoying or frustrating.
what it was that you said or did that they are trying to call your attention to). •
THANK THEM: (If you can do this genuinely - remember it probably wasn’t easy or comfortable for them to tell you that something you said or did was racist).
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Finally, and this may take some reflection first, do what you can to TAKE ACTION: (Like apologize, help change a policy, better educate yourself or GO AWAY AND THINK further about what was said).
TIPS: •
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Use gender-neutral pronouns: avoid calling people by him/her, she/ he. Some people explicitly ask for gender-neutral pronouns and other people will use generic ones. When doing introductions at meetings or gatherings, encourage everyone to express what pronoun they are most
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YFS EQUITY HANDBOOK two opposite genders with nothing in the middle and no room for self definition. You are not respecting that she identifies as a woman regardless of the way you see the body she was born into.”)
It is not easy to be challenged. It is important, however, especially if the comment is coming from a person who is targeted for the -“ism” we just committed (i.e. a racialized person when we are told we’ve made a racist comment or a woman if we are told that we’ve acted in a way that is sexist). It is important that we listen and respect how they feel, what they know and what they have to say.
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they should do about it. (“I have a great article about a boy whose school kept insisting he was a girl. I can lend it to you or we could talk about it over coffee tomorrow.”)
How to CHALLENGE
We can all think of a million reasons why we might not want to be this direct, make someone uncomfortable or even say anything at all when we hear something oppressive. Think carefully about your reasons.
These are steps you can use when you hear, experience or witness something homophobic, racist, ableist or otherwise oppressive. •
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Take a DEEP BREATH. It takes some courage and presence to be ready to challenge oppression, because you know you will create discomfort, even if the person you are interrupting or others in the room may appreciate or benefit from it in the long run.
WHOSE JOB IS IT? At times, many who are bystanders or not members of the group being targeted by oppression have trouble embracing the idea that it may actually be a collective responsibility to speak up. We are hesitant to create a conflict or make others uncomfortable.
NAME IT. Meaning tell them exactly what they just did and name the oppression they contributed to (“What you just said was transphobic.”) Avoid making vauge references to “Watching their language”.
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GIVE DIRECTION. Tell the person what
However, we need to remember:
GIVE INFORMATION. Meaning, if you can, tell them why it was offensive/ oppressive/transphobic. (“When you don’t respect a person’s request for a female pronoun, you are playing into the idea that people must fit into only
1) How hostile, oppressive or frightening it might feel to be a member of the targeted group hearing these words or being affected by this action. 2) That there is virtually no way to avoid
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YFS EQUITY HANDBOOK making someone uncomfortable if you really are going to identify and address an incident of racism, sexism, homophobia or oppression.
identities in the planning of events. The more diverse your planning and organizing team is the more likely you are to broaden your group’s social network and encourage greater participation within your group.
3) That sometimes the only way we learn or change is by being pushed out of our comfort zones so that we stop to evaluate why we are uncomfortable or why someone we know or don’t know considers our action so significant that they would take the effort to challenge it.
Marketing and Promoting your Event How well an event is promoted can determine the success of an event. Often groups use catchy names and flashy graphics to generate publicity around their group or event. When designing promotion consider language and graphics used to promote events. Although it may be intended as a joke, there is nothing funny about racism, sexism, homophobia or ableism. Abstain from using graphics or language that may be offensive (which include the objectification of women, non-inclusive slurs and statements and images portraying people in a negative way). Making people feel included— even in the promotion of the event- will make for a successful event.
Organizing Inclusive Events York University is one of the most diverse campuses in Canada. As a club or student group, your goal should be to outreach and involve as many members of the community as possible—this is how we build a campus community. When planning your event remember to consider diverse cultural and religious interests, students with disabilities and the inclusion of all gender identities.
Choosing the Venue Choosing the venue is often one of the first and most important things to consider when planning an event. The venue often determines if a student will feel comfortable attending an event and often plays an important role in attracting members to social events.
Planning the Event Include students from diverse cultural and religious groups, students with disabilities, different faculties or programs of studies and different gender
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YFS EQUITY HANDBOOK Programming
When picking a venue consider the following: •
Is the venue accessible to students who have disabilities?
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Is space provided for students who do not feel comfortable around alcohol to participate? (Depending on the event, consider having a dry area and a wet area).
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Is there diversity in the type of venues you choose? It may be easy to always host your events in the pub, but this may not be the most inclusive option. Try to diversify your venue choice from event to event. That way someone who is interested in getting involved with your group has the option to choose going to one event over the other.
It’s great to have fun, but sometimes people and performers can get carried away. Try and make sure that your event programming is inclusive and free from discrimination. If you are inviting performers who requires a contract, include language about what type of behavior and material is appropriate. The last thing you would want as an organizer is for participants to leave your event feeling excluded or even worse; targeted and discriminated against.
Organizing Accessible Events
Date and Time
It is important to remember to plan ahead and make accessibility a priority when planning your event. Your goal should be to ensure that you are proactive in making fully accessible events that foster full participation for everyone.
Avoid dates that will coincide with religious festivals and holidays. You will not always be able to accommodate everyone at all times, but try your best to avoid planning events during dates or times that students wont be on campus because of religious obligations..
Tools and Tips Be proactive. Think outside the box. Get creative and adapt activities so that everyone can participate fully. No one disability is ever the same, but think of some broad things you can do proactively that will make your event accessible.
Food Find caterers that provide for special dietary requirements. Try your best to offer diverse food options (Halal, Kosher, vegetarian, vegan, gluten-free) so that no one gets left without food.
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YFS EQUITY HANDBOOK Ask Questions
can be done by way of sign-language or oral interpreters. The costs of these services vary. Check with the participant prior to making arrangements in order to provide the correct type of interpretation.
Act as an ally Ask the questions you need to ask to ensure that your members are properly accommodated. Reach out to students with disabilities within your membership, ask for their input on event ideas and encourage participants to provide feedback about accessibility.
Choose movies with captioning Students who are Deaf or “hard of hearing” may have difficulty understanding any movies that are played as part of an event. When selecting a movie, ensure that it includes closed-captioning. Subtitles might be also acceptable, although they do not include all the details that closed-captioning does.
Identify someone responsible for overseeing accommodation requests By making one person responsible for overseeing accommodation requests, you ensure that as many requests are met as accurately as possible. It also allows for one specific contact person for students with disabilities, which makes it easier for them to request accommodations. Encourage students with disabilities to identify accommodations requirements ahead of time, this way you can plan ahead.
When choosing venues, ensure they are accessible and navigable Check before you book spaces that there is an accessible ramp to get into the venue, that venues are large enough to accommodate wheel chairs and that outdoor venues have surfaces that are navigable (grass can sometimes be difficult for wheel chair users). Ensure that any washroom facilities are accessible and adequate.
Confirm that transportation is accessible Making any transportation accessible for students with disabilities allows them to get to and from the event easily. Provide an accessible bus that students in wheelchairs can have access to. Contact the YFS Access Centre for more information.
It is important that students with disabilities have easy access to accessible washrooms and that there are an adequate number of them in convenient locations.
Provide Sign language / Oral Interpretation When a Deaf or “hard of hearing” person is participating in an activity, it is often necessary to provide interpretation. This
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What it means to be an ally
How to be an ally:
One way to work for social justice is as an ally. An ally is a member of a dominant group who actively works alongside the marginalized group to combat oppression and discrimination against the oppressed group.
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Treat others how they would like to be treated.
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Ask about boundaries and always ask for consent.
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Ask. Do not assume. Actively listen.
One of the most effective ways to use our privilege is to become the ally of those on the other side of the privilege seesaw.
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Examine and challenge your own prejudices, stereotypes and assumptions.
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Respect people’s privacy and boundaries.
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Acknowledge your privilege but work through guilt and defensiveness.
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Make mistakes and work to not repeat them.
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Be mindful of the language that you use to ensure that it is gender-neutral and not degrading to individual identities.
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Interrupt jokes or comments that can be offensive and hurtful to various identities.
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Respect the community’s wishes. Those with experience of oppression know best. Follow their direction.
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Another’s experience does not invalidate your own but it should and does complicate your own.
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Your ally card expires everyday. Being an ally is a constant process of learning and unlearning.
This type of alliance requires a great deal of self-examination on our part as well as the willingness to go against the people who share our privilege status and with whom we are expected to group ourselves.
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YFS Community Service Groups
Aboriginal Students Association at York (ASAY)
The York Federation of Students has five Community Service Groups (CSGs). The CSGs further the work of the students’ union by providing marginalized groups on campus with a safe space and carrying out advocacy work, services and events on campus to combat inequities at York University and in society.
ASAY’s primary mandate is to advocate for the Aboriginal student body of York University. ASAY’s mandate includes, but is not limited to: community awareness campaigns, cultural programming, social events and alliance building. ASAY’s membership is open to all and as a member you play a vital role in assisting the association in identifying and addressing the needs of Aboriginal students and improving Indigenous-settler relations both on and off campus.
Location: Room 431 Student Centre E-mail: asay.york@gmail.com Twitter: @AboriginalSAY Facebook: AboriginalSay
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YFS EQUITY HANDBOOK United South Asians at York (USAY)
YFS Access Centre
USAY aims to serve a variety of purposes, including uniting the various student clubs and organizations at York University and providing a space for organizing within a South Asian context on campus. From signature events to academic and advocacy initiatives, USAY promotes the interests of the South Asian student population here at York University. The United South Asians at York works hard to enhance, empower and bolster the South Asian community in order to improve social, political and economic opportunities both at York University and in the greater community. USAY was appointed to be a YFS community service group in 2012. Location: Room 449 Student Centre E-mail: contact@usayyork.ca Website: usayyork.ca Twitter: @USAYORK Facebook: United South Asians at York (USAY)
The YFS Access Centre promotes the rights of students with disabilities on campus and provides a number of services and disability resources for York students, staff and faculty. The Access Centre strives to identify and take action around issues of concern for students with disabilities by providing advocacy, social networks and education. This is done by creating space for the discussion of all types of disability, providing tangible resources for the advancements of persons with disabilities and acknowledging that living with a disability is a valid social location and political identity. Location: Room 429 Student Centre Telephone: 416-736-2100 ext. 77612 E-mail: info@accesscentreyfs.ca Website: accesscentreyfs.ca (website equipped with accessibility tools) Twitter:@yfsaccesscentre Facebook: YFS Access Centre
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YFS EQUITY HANDBOOK Trans Bisexual Lesbian Gay Allies at York (TBLGAY)
York United Black Students’ Alliance (YUBSA)
t b l g a y The Trans Bisexual Lesbian Gay Allies at York (TBLGAY) provides services to York University’s trans, bisexual, lesbian, and gay communities and their friends. TBLGAY offers support, social, political and educational programming, a safe place, community referrals and a small resource library. The Safe Space is a room in the TBLGAY office where queer students can hang out, make friends or connections in the community and is also available for those that are preparing to come out. TBLGAY addresses diverse issues of homophobia and transphobia and work to improve the understanding of queer issues among other groups and campus officials.
As a Pan-African organization YUBSA’s mission is to provide services that will foster the self-empowerment of students of African decent academically, financially and socially on the York University Campus; as a politically motivated association, YUBSA embodies a mandate to fight racial discrimination and systemic racism on the York campus as well as the wider York community. After the racial hate literature found across several areas of the campus, as well as the YUBSA door itself, YUBSA effectively held several rallies, which mobilized the student body in demanding firm and concrete commitments from the York Administration to address racism on campus. As well, YUBSA also actively promotes and organizes the education of youth and community awareness by hosting regular, ongoing events, which are crucial in the fight against discrimination and oppression.
Location: Room 449A Student Centre Telephone: 416-736-2100 ext 20494 E-mail: tblgay@yorku.ca Website: tblgay.yfs.ca Twitter: @tblgayork Facebook: TBLGAY
Location: Room 436 Student Centre Telephone: 416-736-2100 ext 60272 E-mail: info@yubsa.org Website: yubsa.org Twitter: @info_yubsa Facebook: York United Black Students’ Alliance
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Key Terms may be obvious, such as lack of elevator access that denies people in wheelchairs access to a space, or less obvious, like hosting meetings for students during the day when they are at school or work.
When we engage in equity work, it is important for us to understand the power of language. The following list is meant to provide definitions of common terms that one might come across within equity or anti-oppression work. This list is meant to provide a greater understanding but it is not necessarily exhaustive of all identities or concepts. These terms are generally accepted but are not meant to homogenize individuals and communities, and some people do not identify with certain terms.
Bias: An opinion, preference or inclination formed without any reasonable justification. Bias is reflected in people’s attitudes towards others (people of different racial or religious origins, classes, genders and cultural backgrounds) and makes it difficult for a person or group of people to evaluate and take actions objectively or assess accurately.
These definitions have been collected from a variety of sources, among which include academic readings and lived experience. Both are important sources of knowledge for defining and understanding these terms.
Bi-gender: Describes a person who feels they exhibit two genders. The two genders may include any particular gender on or outside of the gender spectrum. Bisexual: Individuals who are attracted to
2-Spirited: Refers to members of the
other individuals of both male and female genders.
Aboriginal community who possess two spirits, male and female. Traditionally these individuals were seen to have a gift as they were born with two spirits and were seen as visionaries and healers.
Cisgender: Refers to individuals whose sex at birth matches their gender identity.
Discrimination: Unjust or prejudicial treatment based on real or perceived characteristics including but not limited to race, gender, age, sex and religion.
Asexual: Individuals who do not experience sexual attraction or do not have the desire to engage in sexual activity with anyone.
Dominant Group: Has both the power and authority to preserve, sustain and promote the existing distribution of power, wealth, and status in society.
Barriers: Policies or practices that prevent or block people from participating in society fully and equally. The barriers
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Empowerment: Means having the ability to change the way things are. The ability of people, in particular the least privileged, to access productive resources, obtain the goods and services they need and to participate in the development of public policy and decisions that affect them.
speak, dress, and think.
Intersectionality: A concept that describes the ways in which oppressive institutions (racism, sexism, ableism, homophobia, transphobia etc) are interconnected and cannot be separated. Our identities are complex and made up of multiple components that cannot be isolated and thus shape our experiences. Picture yourself in the middle of an intersection with cars going in all directions, if you get hit it’s hard to know which direction it came from or if there was more than one car that hit you from different directions.
Gay: A term to describe anyone who is attracted to someone of the same sex and/ or gender. It can also be used specifically to describe a male- identified individual who is attracted to other male identified individuals. Gender: The sociological set of boundaries and signifiers that may define people as being feminine, masculine, or androgynous. Mainstream western society views gender as a binary of male and female and teaches behaviours and presentations of these two genders from a young age. This marginalizes those who do not identify with the dominant identities.
Intersex: A general term used for a variety of conditions in which an individual that is born with sexual or reproductive anatomy that does not fit the typical definitions of male or female.
Lesbian: A female- identified individual who is attracted to other female- identified individuals.
Gender Identity: Refers to a person’s private sense of, and subjective experience of, their own gender. This may be different than the sex that the person was assigned to at birth.
LGBT: The mainstream initialism that stands for lesbian, gay, bisexual and transgender.
Oppression: A pattern or system of in equality that gives power and privilege to members of one group at the expense of another.
Gender Role: Describes the set of expectations that are ascribed to a certain gender in any given culture, relating to how the people of that gender “should”(among other things) behave,
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Pansexual: Individuals who are attracted
the environment make the space safe or safer.
to various genders and sexual identities whether they fall within the gender binary or not.
Sexual Orientation: Refers to an individual’s inclination to feel romantic or sexual attraction (or a combination of these) to persons of the opposite sex or gender, the same sex or gender, or to both sexes or more than one gender.
Prejudice: An irrational feeling of dislike for a person, group of persons, usually based on stereotype(s).
Queer: An umbrella term that encompasses Stereotypes: A widely held but fixed and
those who do not identify as heterosexual, heteronormative or gender-binary. This term carries some differing views as it was historically used as a derogatory term and was recently reclaimed by certain members of the LGBT community.
oversimplified image or idea of a particular type of individual or group (sexual and racial stereotypes).
Systems: A group or combination of interrelated, interdependent or interacting elements forming a collective entity; A combination of social power, institutional power, cultural norms and individual actions.
Questioning: Individuals who experience feelings, emotions or impulses that cause them to be unsure of their sexual orientation, sexual identity and/or gender identity or who do not wish to label themselves for a variety or reasons.
Transgender: Typically used as an umbrella term for people whose sex at birth does not match with their gender identity either wholly or partially. Being transgender does not imply a certain sexual orientation.
Safe(r) Space: A place where anyone can fully self-express, without fear of being made to feel uncomfortable, unwelcome, or unsafe on account of biological sex, race/ethnicity, sexual orientation, gender identity or expression, cultural background age, or physical or mental ability; a place where the rules guard each person’s self-respect and dignity and strongly encourage everyone to respect others. There are no spaces that are absolutely safe. Rather, individuals within
Transition: The process of adopting a social and personal identity that corresponds to one’s sense of the gendered self, and may or may not include medical intervention (hormone treatment, surgery), changes in legal documents (legal documents (name and/or sex indicated on identification, birth certificate) and per-
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sonal expression (clothing, accessories, voice, body language)
Transexual: People who live with a gender identity that does not match the sex they were assigned at birth. These individuals typically go through the process of surgery or taking hormones to live as their gender identity.
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Forms of Oppression Ableism: Discrimination or social prejudice against individuals or groups with disabilities.
variance or nonconformity and/or whose gender identity is incongruent with their birth sex.
Ageism: Discrimination against people on
Heterosexism: A system of attitudes, bias-
the grounds of age; specifically, discrimination against the elderly or young people.
es, and discrimination in favor of opposite-sex sexuality and relationships. It can include the presumption that other people are heterosexual or that opposite-sex attractions and relationships are the only norm. People of any sexual orientation can hold such attitudes and bias.
Anti-Semitism: Is the hostility, hatred and discrimination against Jewish people as a religion or culture.
Biphobia: The intense fear, aversion or discrimination against bisexuality or bisexuals as a social group or as individuals. Biphobia can lead to acts of violence and/ or negative stereotyping and the denial of the existence of bisexuality in general.
Homophobia: Negative attitudes, fear, hatred or discrimination against homosexuals or homosexuality as a whole (both lesbian and gay individuals) or people perceived to be homosexual-which at times leads to acts of violence and/or expressions of hostility. These views can stem from an irrational fear or the belief that homosexual activity is immoral.
Classism: Is bias, prejudice and/or discrimination based on economic or social class; it is the belief that individuals or groups from certain social or economic classes are superior to others.
Islamophobia: The irrational fear and/ or hatred of Islam, Muslims and Islamic culture.
Genderism: The cultural belief that gender Sexism: Discrimination based on sex;
is binary, or that there are, or should be, only two genders (male and female) and that the aspects of one’s gender are inherently linked to the sex which they were assigned at birth. It can reinforce negative attitudes, bias and discrimination towards people who display expressions of gender
especially discrimination against women. It is also known as the behaviors and thoughts that foster stereotypes of social roles based on sex.
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The YFS provides anti-oppression training to students, clubs and organizations on campus. If you or your organization are personally interested in attending an anti-oppression workshop, contact the YFS Vice-President Equity at vpequity@yfs.ca
Reverse Racism: perceived racism against the dominant group in society. Racism is built on power imbalances and for someone to be racist they must have a certain power in society, which non-dominant groups do not have. When dominant groups are discriminated against, it is simply called ‘discrimination’. Racism: Prejudice or discrimination against non-whites that is institutionalized through government legislation, cultural norms, representation in the media.
Transphobia: Is a range of negative attitudes and feelings as well as discriminatory actions towards trans-identified people.
Xenophobia: It is the unreasonable fear or hatred towards foreign individuals or group due to difference in culture, religion, values and norms.
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For More Information Contact: vpequity@yfs.ca 416-736-2100 x20253