According to Social Sciences Humanities – The Ontario Curriculum Grades 9 to 12 (2013), "These courses provide the opportunity for students to explore human behaviour, social groups, institutions, and various societies by examining various contemporary issues. In these courses, students develop their awareness of and ability to use social science methodologies and perspectives to examine the causes of and responses to challenges such as technological change and global inequalities. Patterns and trends in Canadian families constantly evolve and change” (p. 299).
Understanding current patterns and trends enables us to predict future outcomes more accurately.
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Canadian families are changing - How?
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FNMI knowledge is understanding how history has shapes their present cultures. It is reclaiming education for FNMI peoples and including their histories, and languages into the curriculum. It is including FNMI teachings into all subjects of respect for the land, elders, animals and the specific traditions.
FNMI Prior Knowledge Lesson for HSP 3U Anthropology Unit
Topic: Prior Knowledge of Indigenous socialization in Canada – focus on residential schools and its effects. OE: Anthropology B3. Socialization SPE: Anthropology B3.1 explain how culture produces diverse forms of human behaviour (e.g., explain variations in rites of passage, language, family roles, or political practices from one culture to another) and B3.2 explain ways in which culture is an agent of socialization (e.g., in communicating and upholding such things as kinship rights and obligations, social customs, religious practices Learning Goal: Understanding Canada’s role in the changes in socialization of indigenous groups; in terms of language, eradicating language, their relationship with the land and values of their people, and how cultural norms are passed along from generation to generation. Minds On
-Language eradication -Assimilation -Intergenerational Trauma -Oral history Action I have done an activity like this before when teaching To Kill a Mockingbird where the class would check their own privilege and tune into the oppressions that have existed in society and how they affect certain groups. However this time, the discussion will be tailored to students today in public schools, compared to the experiences of students in the residential schools in Canada. Each student will receive a handful of skittles and a Styrofoam cup. If they have had a similar experience/or agree with a statement/question they will not add a skittle. If they have not had a similar experience/or disagree with a statement/question they will add one skittle to the cup. Questions
Consolidation Talking Circle:
These will be working definitions and can be edited as the unit continues. They are to be submitted as exit tickets (may be reused as entrance tickets in later classes). Reference List First Nations Education Steering Committee. (2020). Grade 5 Indian Residential Schools and Reconciliation. Retrieved from http://www.fnesc.ca/grade5irsr/ Government of Ontario. (2013). The Ontario Curriculum grades 9-12: Social Sciences and Humanities. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/secondary/ssciences9to122013.pdf Miles, J. (2015). What Can I Contribute to Meaningful Reconciliation: Teaching and learning about residential schools. Retrieved from https://tc2.ca/uploads/PDFs/reconciliation/meaningful_reconciliation.pdf Minister of Indian Affairs and Northern Development. (2002). The Aboriginal Languages in Canada, 1996 Map: Teacher’s Resource. Retrieved from https://www.ctf-fce.ca/Documents/AboriginalLanguages.pdf Wolfe, D. (2020). The Fourth R: Sexual Abuse in the Aboriginal Community: The impact of intergenerational trauma. Retrieved from https://youthrelationships.org/uniting-our-nations-options |
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Environmental Issues
Minds On Activity
Though this is a lot of information in only 10 minutes, I would definitely use this video as a minds on. Perhaps the minds on would be a two-part activity. First I would have the students do a post-it-pile up on the board about what environmental issues they think Canada faces. We can discuss what most of us said, and then watch this crash course. While watching the crash course I would have them take a brief note talking about the 5 ways humans impact the environment.
We would then discuss how these human impacts directly impact Canadian society, in the form of a talking circle. From here maybe we could move into an inquiry based research project on how to reduce human damage on the environment - specific to Canada.
Reference List
Crashcourse. 5 Human Impacts on the Environment: Crash Course Ecology #10. (2013). Retrieved from https://www.youtube.com/watch?time_continue=419&v=5eTCZ9L834s&feature=emb_title
Though this is a lot of information in only 10 minutes, I would definitely use this video as a minds on. Perhaps the minds on would be a two-part activity. First I would have the students do a post-it-pile up on the board about what environmental issues they think Canada faces. We can discuss what most of us said, and then watch this crash course. While watching the crash course I would have them take a brief note talking about the 5 ways humans impact the environment.
We would then discuss how these human impacts directly impact Canadian society, in the form of a talking circle. From here maybe we could move into an inquiry based research project on how to reduce human damage on the environment - specific to Canada.
Reference List
Crashcourse. 5 Human Impacts on the Environment: Crash Course Ecology #10. (2013). Retrieved from https://www.youtube.com/watch?time_continue=419&v=5eTCZ9L834s&feature=emb_title
Globalization
Articles on the Effects of Globalization on Canadian Society | |
File Size: | 182 kb |
File Type: |
Minds on Video: Globalization Explained
Prior Knowledge Lesson
Curriculum Expectations:
B2. Causes and Effects of Social Change
B2.2 explain how various economic, environmental, political, or sociocultural factors (e.g., global warming/climate change, environmental activism, the threat of separatism, leadership changes, pluralism) can lead to social change, and how other factors (e.g., cost, traditional values, fear of negative consequences) can create resistance to change
Minds on
Natural Causes:
vs.
Human Causes:
Curriculum Expectations:
B2. Causes and Effects of Social Change
B2.2 explain how various economic, environmental, political, or sociocultural factors (e.g., global warming/climate change, environmental activism, the threat of separatism, leadership changes, pluralism) can lead to social change, and how other factors (e.g., cost, traditional values, fear of negative consequences) can create resistance to change
Minds on
- Lesson will begin with the phrase global warming written on the white board
- Students will generate some ideas, examples, phrases that come to mind when they think of global warming (burning fuels, deforestation, droughts, water usage etc). Teacher will ask probing questions to create student- thinking
- The teacher will write the ideas posed by the students formatted as a web organizer
- Once student have shared their thoughts, the teacher will hand out an activity
- Students will complete a T-Chart; the causes of climate change will be divided into two categories – related to natural causes and those created by humans
- Students will work in pairs to complete the chart using the ideas discussed as a whole group
- The teacher will then post a copy of the T-chart on the smart board
- Students will share their ideas to explain why some causes of global
warming are natural causes whereas some are human causes
Natural Causes:
vs.
Human Causes:
A few lessons on Globalization:
Inquiry-based activity:
Sources:
Vanmala Subramaniam (2020). How the coronavirus could wreak havoc on the global supply chain. The Financial Post. Retrieved from https://business.financialpost.com/news/economy/how-the-coronavirus-could-wreak-havoc-on-the-global-supply-chain
Stewart.M. Patrick. (2020). World Politics Review. The Coronavirus outbreak is the shape of things to come. Retrieved. URL. https://www.worldpoliticsreview.com/articles/28555/the-coronavirus-outbreak-is-the-shape-of-things-to-come
"House Prices in Canada Are Now Under The Control of Global Forces" by Daniel Tencer : I think this article brings about a great discussion for a class investigating globalization. The housing market has drastically changed over recent years as many international investors have been purchasing properties in major Canadian cities. In Toronto, “house prices doubled between 2011 and 2017, even as household incomes grew by single percentage points” (Tencer, 2018). I believe discussing real estate in the context of globalization is a practical way to get my students thinking about their future while learning key concepts. For my lesson, I would break the students up into small groups and give them a scenario. The scenarios would be the following:
Reference List
Tencer, D. (2018, April 17). House prices in Canada are now under the control of global forces. Huffington Post. Retrieved on February 29, 2020 from https://www.huffingtonpost.ca/2018/04/17/housing-markets-globalization-imf_a_23412706/?utm_hp_ref=ca-globalization
"What Canada needs to succeed in a changing, globalized world."
I would use this article to introduce globalization as it defines globalization, what drives globalization and examples.
-I would first begin with a KWL chart. Students will share what they know about globalization, what they wonder about globalization and what they would like to learn about globalization
-Then students will read this article and highlight important facts
-After reading the article, I will give students sticky notes. There will be 2 chart papers on each end of the classroom “how Canada benefits from globalization” and “the affects of resisting globalization”
-Students will share ideas from the article outlining the importance of embracing globalization and resisting the forces of globalization
-Students will write their ideas on sticky notes and place it on the correct chart paper
-At the end of the lesson, we will read and discuss each student thought posted on the sticky notes
Reference:
Muzyka, D. & Hodgson, G. (2018, May 15). What Canada needs to succeed in a changing, globalized world. The Globe and Mail. https://www.theglobeandmail.com/report-on-business/rob-commentary/what-canada-needs-to-succeed-in-a-changing-globalized-world/article26555240/
“Canada and the challenges of globalization: a glass half empty, or half full” by Greg Donaghy
I would start off by taking the class to the computer lab or using laptops in the classroom. I would scan this article into Google Docs and give students access through Google Classroom.
Greg Donaghy & Stéphane Roussel (2018) Canada and the challenges of globalization: a glass half empty, or half full?, Canadian Foreign Policy Journal, 24:3, 253-259, DOI: 10.1080/11926422.2018.1481872
“Canada must step up to defend a globalized world.”
I would use this article in a lesson of discussing the pros and cons of globalization.
I would have student create a KWL chart. In this they would write down what they believe or “know” about the positive aspects of globalization and the negative side effects.
They would ask questions in the “want to know” column about what other factors there are, why these effects occur etc.
Then as a class we would read the article and have them take notes in the “learned” column.
We would finish the lesson with a talking circle about the charts they made: what they thought they knew, and what they learned after the article. We would discuss the sectors that globalization has effected the most over the years such as the economy, and technology.
We would also talk about why it may be important for Canada to promote a “pro-global” stance.
Depending on the course it can be directly related to the curriculum too. For instance, in HSG3M (Gender Studies) we would tailor the focus of the discussion on: C2.2 describe the effects of globalization and international trade and economic policies on gender-related issues in both Canadian and global contexts.
Reference List
Maclean’s (2017) Canada must step up to defend a globalized world. Retrieved from https://www.macleans.ca/economy/canada-must-step-up-to-defend-a-globalized-world/
Inquiry-based activity:
- Start by introducing the definition of globalization
- Read the article to explore what "supply chains" would mean and identify a few from students knowledge.
- Students can then provide examples that are proof of globalization in Canada - (supply chains, outsourcing, trade - exchange of goods between countries, use of external markets, use of technology globally - internet, elimination of geographical distances, global economy dependance etc. )
- Students can then brainstorm why trade between other countries, including China and Canada is important (ressources, need of capital - Canada has ressources vs China has capital with a larger population) etc.
- How does the outbreak of the coronavirus impact globalization? (trade, politics, humans, cultures, travel)
- What suggestions would the students propose to counter the negative impacts of disasters or outbreaks? (promoting local markets etc. would be possible solutions)
Sources:
Vanmala Subramaniam (2020). How the coronavirus could wreak havoc on the global supply chain. The Financial Post. Retrieved from https://business.financialpost.com/news/economy/how-the-coronavirus-could-wreak-havoc-on-the-global-supply-chain
Stewart.M. Patrick. (2020). World Politics Review. The Coronavirus outbreak is the shape of things to come. Retrieved. URL. https://www.worldpoliticsreview.com/articles/28555/the-coronavirus-outbreak-is-the-shape-of-things-to-come
"House Prices in Canada Are Now Under The Control of Global Forces" by Daniel Tencer : I think this article brings about a great discussion for a class investigating globalization. The housing market has drastically changed over recent years as many international investors have been purchasing properties in major Canadian cities. In Toronto, “house prices doubled between 2011 and 2017, even as household incomes grew by single percentage points” (Tencer, 2018). I believe discussing real estate in the context of globalization is a practical way to get my students thinking about their future while learning key concepts. For my lesson, I would break the students up into small groups and give them a scenario. The scenarios would be the following:
- Canada’s economy slows down and households in a tougher financial situation. But foreign investors keep pumping money into housing, raising prices and making an already dire situation even worse. From the perspective of a single-parent, a family and a business owner, explain the effects a growing housing market will have on these families.
- Canada’s economy is going smoothly, but a recession in Asia (where a large number of investors live) reduces a flow of cash into the housing market, causing a housing bust - and resulting in a recession in Canada. If you were a policy maker in Canada, what are some ‘rules and regulations’ you might implement to protect Canada’s economy from a recession?
Reference List
Tencer, D. (2018, April 17). House prices in Canada are now under the control of global forces. Huffington Post. Retrieved on February 29, 2020 from https://www.huffingtonpost.ca/2018/04/17/housing-markets-globalization-imf_a_23412706/?utm_hp_ref=ca-globalization
"What Canada needs to succeed in a changing, globalized world."
I would use this article to introduce globalization as it defines globalization, what drives globalization and examples.
-I would first begin with a KWL chart. Students will share what they know about globalization, what they wonder about globalization and what they would like to learn about globalization
-Then students will read this article and highlight important facts
-After reading the article, I will give students sticky notes. There will be 2 chart papers on each end of the classroom “how Canada benefits from globalization” and “the affects of resisting globalization”
-Students will share ideas from the article outlining the importance of embracing globalization and resisting the forces of globalization
-Students will write their ideas on sticky notes and place it on the correct chart paper
-At the end of the lesson, we will read and discuss each student thought posted on the sticky notes
Reference:
Muzyka, D. & Hodgson, G. (2018, May 15). What Canada needs to succeed in a changing, globalized world. The Globe and Mail. https://www.theglobeandmail.com/report-on-business/rob-commentary/what-canada-needs-to-succeed-in-a-changing-globalized-world/article26555240/
“Canada and the challenges of globalization: a glass half empty, or half full” by Greg Donaghy
I would start off by taking the class to the computer lab or using laptops in the classroom. I would scan this article into Google Docs and give students access through Google Classroom.
- Students will be using the highlighter tool in Google Docs for this activity. They will create a legend before they begin.
- Students will read through the article and use one colour to highlight an progressive steps to globalization in yellow and any regressive steps in green.
- Then they will use the Extract feature from the highlighter that will take their highlighted notes and sort them by colour (using the legend they created) into a graphic organizer.
- Once they have their graphic organizer created they will use it to write a 300 word response to: What is Canada’s role in globalization in terms of economy, security, decolonization, the environment, and migration? Pick one to further explain.
Greg Donaghy & Stéphane Roussel (2018) Canada and the challenges of globalization: a glass half empty, or half full?, Canadian Foreign Policy Journal, 24:3, 253-259, DOI: 10.1080/11926422.2018.1481872
“Canada must step up to defend a globalized world.”
I would use this article in a lesson of discussing the pros and cons of globalization.
I would have student create a KWL chart. In this they would write down what they believe or “know” about the positive aspects of globalization and the negative side effects.
They would ask questions in the “want to know” column about what other factors there are, why these effects occur etc.
Then as a class we would read the article and have them take notes in the “learned” column.
We would finish the lesson with a talking circle about the charts they made: what they thought they knew, and what they learned after the article. We would discuss the sectors that globalization has effected the most over the years such as the economy, and technology.
We would also talk about why it may be important for Canada to promote a “pro-global” stance.
Depending on the course it can be directly related to the curriculum too. For instance, in HSG3M (Gender Studies) we would tailor the focus of the discussion on: C2.2 describe the effects of globalization and international trade and economic policies on gender-related issues in both Canadian and global contexts.
Reference List
Maclean’s (2017) Canada must step up to defend a globalized world. Retrieved from https://www.macleans.ca/economy/canada-must-step-up-to-defend-a-globalized-world/
Discrimination
Prior Knowledge Lesson for Discrimination HSP 3U | |
File Size: | 75 kb |
File Type: |
Types of Discrimination in Canada that we need to be more aware of:
Ableism: Fighting ableism does not just involve installing ramps but rather changing attitudes that people have towards people with disabilities. Ableism sees “those with disabilities as less capable, more pitiful and inherently different from able-bodied people”(Landre 2016). If we can change this attitude, making buildings and institutions like school and work more accessible wouldn’t be seen as an extra cost but rather a necessity. Canadians need to be aware of this, in particular our students, because as our world changes we also have the power to change the institutions which uphold ableism and exclude groups of people from participating in everyday things like transportation, school and work. If we change our attitudes, people living with disabilities will not have to face the many barriers that are already in place for them.
Mental/Physical Abilities:
Canadians need to be aware of discrimination based on mental and physical ability. Disabilities can include mental, physical and genetic diseases, disorders and loss of function. Under the Charter of Rights and Freedoms, “Every individual is equal before and under the law and has the right to the equal protection and equal benefit of the law without discrimination… based on mental or physical disabilit[ies]” (Charter of Rights and Freedoms). This occurs a lot in schools and the workplace. According to the Canadian Human Rights Commission, 1 in 4 students with a disability have been bullied in school because of it. With the political climate right now in Ontario, we need to be aware of the supports that are in place for those with disabilities (in schools) and how important they are to protect. Also, according to the Canadian Human Rights Commission 40% of Canadians with disabilities claim that it has limited their career options. That is such a high number, and Canadians need to do better in being aware of this type of discrimination, to prevent it. It is our duty to accommodate so that everyone can have equal opportunities in their communities and daily lives.
Shadeism:
Shadeism is experienced in Canadian society and therefore the education system. Though Canadian and Ontario education systems claim to promote equity, shadeism is experienced through miccoagressions (brief normalized behaviours/comments that are hostile or negative towards racliazed people, whether internal or unintentional) and radicalized students’ desire to reproduce and reflect the dominant White culture (Knight, 2015).
The video “Shadeism: An Insidious Part of Racism We Rarely Talk About” explains shadeism clearly and provides common and easy to understand examples that students could connect too. The video follows the story of Esie Mensah, a choreographer from Hamilton and her personal experiences of shadeism and how she channels her understanding of the issue through performance.
Transphobia:
One of the less talked about forms of discrimination in Canada I would like to talk about is transphobia and discrimination against gender non-conforming persons. According to Transequalitycanada, "74% of transgender youth reported experiencing verbal harassment in school, and 37% reported experiencing physical violence" and, "Transgender individuals in Ontario face unemployment over three times the national rate and many more are underemployed." This is close to home for me as I see the effects of this with students and gender non-conforming youth who grow up in a society with a very skewed sense of self-perception and are heavily influenced by stereotypes of hyper sexual perverts who only work in sex work and labour. Another issue is that because the trans community is so small many are on the outskirts of mainstream society and are alienated and ostracized so they are trapped outside a community with no means of finding a way in to support themselves. Trans identities experience higher rates of mental health issues including "Rates of depression are as high as two-thirds; 77% of transgender individuals in Ontario report having considered suicide, and 43% have attempted suicide at least once." This impacts youth because "Estimates point that anywhere between 20 and 40 percent of homeless youth in Canada are LGBTQ identified." and "50 per cent of trans people in Ontario earn less than $15,000 a year."
I think with the acceptance of gay and lesbian sexuality in our society and the legalization of same sex marriage in Canada a lot of people feel there is nothing left to do to support queer communities. However, even within LGBTQ communities transgender people are alienated and isolated. I think more needs to be done to support gender non-conforming people and youth and change public perceptions of what it means to be transgender.
Racism:
Racism is based on the belief that some races are superior than others. From this belief has stemmed other forms of discrimination such as institutional discrimination, systemic discrimination, race discrimination in health, education, employment to name but a few.
One of the major consequences of racism is colonization. Superiority and inferiority were concepts incorporated into Canadian policy, legislation and practice, where Indigenous people were identified as savages and wards of state (BC Campus). This led to systemic discrimination where racism was enacted into societal systems, structures and institutions reproducing inequalities, social exclusion, isolation and cultural genocide (Smylie pg.13) in the residential schools, leaving behind trauma felt by generations today. In the case of Africa for example, the ideas of Africans as inferior, backward, and barbaric can be traced back to ideals justifying slavery in the 18th century. These discriminative stereotypes cast a shadow over the continent today, legacies of those systems bequeathed to the black people of the Caribbean, the US, the descendants of Salves and in Africans.
Classism:
A type of discrimination that Canadians need to be aware of is classism, or the discrimination based on social class. The reason I chose to discuss classisim is that it is often interconnected with other types of discrimination (race, gender, ability, age, etc) because disadvantaged groups are "more likely to experience low social economic class" (Ontario Human Right Commission).
Classism can be personal and direct but for the most part it is systemic and institutional in nature. Under capitalism, there is a common myth that if people work hard enough, regardless of their social class, they can become successful. In reality, social mobility is very limited for low-income individuals and the negative effects of being poor keep poor people in a cycle of poverty (Gamble, 2018). For example, someone who receives social assistance in Ontario could be discriminated against by housing providers (Ontario Human Rights Commission).
Ageism:
Canadians needs to be made more aware of ageism as a form of discrimination. According to the Canadian Charter of Rights and Freedoms, “Every individual is equal before and under the law and has the right to the equal protection and equal benefit of the law without discrimination and, in particular, without discrimination based on race, national or ethnic origin, colour, religion, sex, age or mental or physical disability”. Canada’s senior population has outnumbered that of children in Canada and this has serious effects in our society. According to the CPA, ““ageism is the most tolerated form of social prejudice in Canada.” Workplaces are consistently changing and adapting to the millennial population entering the workforce and this leave the aging population at a disadvantage. An example would be the advertising industry, where only 5% of the workforce is over 50. Seniors are not just choosing to continue working due to financial reasons, some often take roles for less pay because they are not ready to throw in the towel (retired supply teachers being a good example).
Ableism: Fighting ableism does not just involve installing ramps but rather changing attitudes that people have towards people with disabilities. Ableism sees “those with disabilities as less capable, more pitiful and inherently different from able-bodied people”(Landre 2016). If we can change this attitude, making buildings and institutions like school and work more accessible wouldn’t be seen as an extra cost but rather a necessity. Canadians need to be aware of this, in particular our students, because as our world changes we also have the power to change the institutions which uphold ableism and exclude groups of people from participating in everyday things like transportation, school and work. If we change our attitudes, people living with disabilities will not have to face the many barriers that are already in place for them.
Mental/Physical Abilities:
Canadians need to be aware of discrimination based on mental and physical ability. Disabilities can include mental, physical and genetic diseases, disorders and loss of function. Under the Charter of Rights and Freedoms, “Every individual is equal before and under the law and has the right to the equal protection and equal benefit of the law without discrimination… based on mental or physical disabilit[ies]” (Charter of Rights and Freedoms). This occurs a lot in schools and the workplace. According to the Canadian Human Rights Commission, 1 in 4 students with a disability have been bullied in school because of it. With the political climate right now in Ontario, we need to be aware of the supports that are in place for those with disabilities (in schools) and how important they are to protect. Also, according to the Canadian Human Rights Commission 40% of Canadians with disabilities claim that it has limited their career options. That is such a high number, and Canadians need to do better in being aware of this type of discrimination, to prevent it. It is our duty to accommodate so that everyone can have equal opportunities in their communities and daily lives.
Shadeism:
Shadeism is experienced in Canadian society and therefore the education system. Though Canadian and Ontario education systems claim to promote equity, shadeism is experienced through miccoagressions (brief normalized behaviours/comments that are hostile or negative towards racliazed people, whether internal or unintentional) and radicalized students’ desire to reproduce and reflect the dominant White culture (Knight, 2015).
The video “Shadeism: An Insidious Part of Racism We Rarely Talk About” explains shadeism clearly and provides common and easy to understand examples that students could connect too. The video follows the story of Esie Mensah, a choreographer from Hamilton and her personal experiences of shadeism and how she channels her understanding of the issue through performance.
Transphobia:
One of the less talked about forms of discrimination in Canada I would like to talk about is transphobia and discrimination against gender non-conforming persons. According to Transequalitycanada, "74% of transgender youth reported experiencing verbal harassment in school, and 37% reported experiencing physical violence" and, "Transgender individuals in Ontario face unemployment over three times the national rate and many more are underemployed." This is close to home for me as I see the effects of this with students and gender non-conforming youth who grow up in a society with a very skewed sense of self-perception and are heavily influenced by stereotypes of hyper sexual perverts who only work in sex work and labour. Another issue is that because the trans community is so small many are on the outskirts of mainstream society and are alienated and ostracized so they are trapped outside a community with no means of finding a way in to support themselves. Trans identities experience higher rates of mental health issues including "Rates of depression are as high as two-thirds; 77% of transgender individuals in Ontario report having considered suicide, and 43% have attempted suicide at least once." This impacts youth because "Estimates point that anywhere between 20 and 40 percent of homeless youth in Canada are LGBTQ identified." and "50 per cent of trans people in Ontario earn less than $15,000 a year."
I think with the acceptance of gay and lesbian sexuality in our society and the legalization of same sex marriage in Canada a lot of people feel there is nothing left to do to support queer communities. However, even within LGBTQ communities transgender people are alienated and isolated. I think more needs to be done to support gender non-conforming people and youth and change public perceptions of what it means to be transgender.
Racism:
Racism is based on the belief that some races are superior than others. From this belief has stemmed other forms of discrimination such as institutional discrimination, systemic discrimination, race discrimination in health, education, employment to name but a few.
One of the major consequences of racism is colonization. Superiority and inferiority were concepts incorporated into Canadian policy, legislation and practice, where Indigenous people were identified as savages and wards of state (BC Campus). This led to systemic discrimination where racism was enacted into societal systems, structures and institutions reproducing inequalities, social exclusion, isolation and cultural genocide (Smylie pg.13) in the residential schools, leaving behind trauma felt by generations today. In the case of Africa for example, the ideas of Africans as inferior, backward, and barbaric can be traced back to ideals justifying slavery in the 18th century. These discriminative stereotypes cast a shadow over the continent today, legacies of those systems bequeathed to the black people of the Caribbean, the US, the descendants of Salves and in Africans.
Classism:
A type of discrimination that Canadians need to be aware of is classism, or the discrimination based on social class. The reason I chose to discuss classisim is that it is often interconnected with other types of discrimination (race, gender, ability, age, etc) because disadvantaged groups are "more likely to experience low social economic class" (Ontario Human Right Commission).
Classism can be personal and direct but for the most part it is systemic and institutional in nature. Under capitalism, there is a common myth that if people work hard enough, regardless of their social class, they can become successful. In reality, social mobility is very limited for low-income individuals and the negative effects of being poor keep poor people in a cycle of poverty (Gamble, 2018). For example, someone who receives social assistance in Ontario could be discriminated against by housing providers (Ontario Human Rights Commission).
Ageism:
Canadians needs to be made more aware of ageism as a form of discrimination. According to the Canadian Charter of Rights and Freedoms, “Every individual is equal before and under the law and has the right to the equal protection and equal benefit of the law without discrimination and, in particular, without discrimination based on race, national or ethnic origin, colour, religion, sex, age or mental or physical disability”. Canada’s senior population has outnumbered that of children in Canada and this has serious effects in our society. According to the CPA, ““ageism is the most tolerated form of social prejudice in Canada.” Workplaces are consistently changing and adapting to the millennial population entering the workforce and this leave the aging population at a disadvantage. An example would be the advertising industry, where only 5% of the workforce is over 50. Seniors are not just choosing to continue working due to financial reasons, some often take roles for less pay because they are not ready to throw in the towel (retired supply teachers being a good example).