Equity, race, and whiteness in Canadian geography

Choi, Andrea

doi:10.1111/cag.12266

Cited by 10 publications

(8 citation statements)

References 25 publications

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“…The role of knowledge in society, neoliberal processes, increasingly difficult working conditions, and generational changes in the academy are four of the many processes currently changing the climate of academic geography. There are, of course, many others—including equity and gender issues (Choi ); mental health (Peake and Mullings ); the branding of geography as a discipline (Finlayson ; Holmes ; Frazier and Wikle ); geography's role in understanding climate change and the Anthropocene (Castree , ); and ongoing questioning of the importance and/or relevance of geography as a discipline (Johnston ), especially in the context of the spatial turn in social sciences.…”

Section: Disciplinary Changementioning

confidence: 99%

The shifting context of academic geography in Canada

Garvin

2019

Canadian Geographies / Géographies canadiennes

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Key Messages• Political, social, and economic changes are influencing higher education in Canada.• Academic geographers must work within these intersecting and overlapping changes.• The "place" of geography in Canadian higher education is under question.Academic geographers are working in a system in flux. A series of interconnecting and overlapping social, political, and economic processes have resulted in a shifting academic climate for geographers and geography departments. This viewpoint brings forward evidence from multiple areas of study to provide a synthesis of this changing context. Challenges to geography include the role of "facts" and "truth" in society, neoliberal university contexts as workplaces, and generational change, among many others. This paper asks more questions than it answers, with an aim to promote an engaged and informed debate among geographers about our "place" in Canada's shifting academic context. Le contexte changeant de la géographie universitaire au CanadaLes géographes qui enseignent dans les universités travaillent dans un système en mutation. Une série de processus économiques, politiques et sociaux interconnectés et se chevauchant ont causé un changement contextuel dans les universités pour les géographes et les départements de géographie. Le présent point de vue amène des preuves provenant de nombreux domaines de la discipline afin d'offrir une synthèse de ce contexte changeant. Les défis que doit relever la géographie incluent le rôle des « faits » et de la « vérité » dans la société, le contexte universitaire néolibéral en tant que milieu de travail et le changement générationnel, entre autres. Ce texte soulève davantage de questions qu'il n'apporte de réponses, dans l'objectif de promouvoir un débat éclairé et animé parmi les géographes au sujet de notre « place » dans un contexte universitaire évolutif au Canada.

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Section: Disciplinary Changementioning

confidence: 99%

The shifting context of academic geography in Canada

Garvin

2019

Canadian Geographies / Géographies canadiennes

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“…This activity has been prompted by widespread allegations made by anti-racist and feminist movements that Canadian universities systematically discriminate against women and racialized minorities, preventing them from reaching tenured faculty and top administrative positions (Acker, 2012;Douglas and Halas, 2013;Dua and Lawrence, 2000;Henry andTator, 1994, 2009;Samuel and Burney, 2003;Samuel and Wane, 2005). It has been suggested that, despite the increasing diversity of their student bodies (Davies and Guppy, 2013;Thiessen, 2009), Canadian universities remain frozen in time-a "zone of white privilege" (Choi, 2016;Eisenkraft, 2010) and a "chilly climate" for women (Council of Canadian Academies, 2012;Cummins et al, 2013;Tate, 2014), especially across disciplinary spaces traditionally dominated by white men (Walton et al, 2015). The demographic composition of university staff has been found to be misaligned with that of their student bodies, a condition that hinders the universities' ability to meet the needs of the latter (Henry and Tator, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…Recent decades have witnessed a variety of government regulations and institutional-level policies designed to improve the representation of marginalized social groups among Canadian university faculty and administration (Choi, 2016; Dua, 2009; James, 2011; Katchanovski, Nevitte and Rothman, 2015; Ramos, 2012). This activity has been prompted by widespread allegations made by anti-racist and feminist movements that Canadian universities systematically discriminate against women and racialized minorities, preventing them from reaching tenured faculty and top administrative positions (Acker, 2012; Douglas and Halas, 2013; Dua and Lawrence, 2000; Henry and Tator, 1994, 2009; Henry et.…”

Section: Introductionmentioning

confidence: 99%

“…al., 2017; Samuel and Burney, 2003; Samuel and Wane, 2005). It has been suggested that, despite the increasing diversity of their student bodies (Davies and Guppy, 2013; Thiessen, 2009), Canadian universities remain frozen in time—a “zone of white privilege” (Choi, 2016; Eisenkraft, 2010) and a “chilly climate” for women (Council of Canadian Academies, 2012; Cummins et al, 2013; Tate, 2014), especially across disciplinary spaces traditionally dominated by white men (Walton et al, 2015). The demographic composition of university staff has been found to be misaligned with that of their student bodies, a condition that hinders the universities’ ability to meet the needs of the latter (Henry and Tator, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Racialized leaders leading Canadian universities

Cukier¹,

Adamu²,

Wall-Andrews³

et al. 2021

Educational Management Administration & Leadership

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As of our most recent census data, racialized people comprise 22.3% of the Canadian population (Statistics Canada, 2016). Canadian universities have espoused commitments to diversity and inclusion but there has long been a gap between the rhetoric and practice. Research has demonstrated that under-representation is a problem at all levels of academia but particularly within the senior ranks. Drawing on an original dataset representing 324 senior university leaders, this study will empirically map the demographic composition of academic leaders across Canada, including presidents, vice-presidents, assistant vice-presidents, associate vice-presidents, provosts, and vice-provosts. Our findings suggest that racialized people in leadership are under-represented compared with their presence in the university population—consistent with the pyramid of exclusion where the representation of racialized people decreases as we move up the ranks. Taking a systems perspective informed by our critical ecology model we examine the overlapping societal-, organizational-, and individual-level mechanisms that impede the advancement of racialized people into leadership positions at universities in Canada.

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“…We recognize that issues and potential responses to the 3Es are a vast canvas. In GIScience a sample of the relevant topics includes ethics ( 36 – 38 ); data representation ( 39 ); justice, equity, diversity, and inclusion ( 40 – 44 ); location and privacy ( 45 ); inference from spatial data ( 46 ); provenance and uncertainty in data ( 47 ); teaching practices ( 48 , 49 ); and reproducibility and replicability ( 50 – 54 ). As we cannot give adequate attention to all topics, we highlight those that either require a unique response from GIScience or where leadership from GIScience will have broad impacts for science, academia, and society.…”

mentioning

confidence: 99%

Accelerating ethics, empathy, and equity in geographic information science

Nelson

Goodchild

Wright

2022

Proc. Natl. Acad. Sci. U.S.A.

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Significance There has been a groundswell in the support needed to center ethics, empathy, and equity in scientific thought and practice. Drawing on our experience from GIScience, our goal is to accelerate ethical, empathetic, and equitable scientific practices. Many of the opportunities and challenges we outline are broadly applicable and will stimulate the conversations needed to accelerate transformation of science practice and culture. With an emphasis on practical suggestions for reshaping science, we invite all scientists to join in a fundamentally different approach. This paper is a step toward mobilizing the scientific community toward ethics, empathy, and equity by inviting humility, broader measures of excellence and success, diversity in our networks, and the creation of pathways to inclusive education.

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Equity, race, and whiteness in Canadian geography

Cited by 10 publications

References 25 publications

The shifting context of academic geography in Canada

The shifting context of academic geography in Canada

Racialized leaders leading Canadian universities

Accelerating ethics, empathy, and equity in geographic information science

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