Fostering Welcoming Communities By Resisting Backlash: Learning from Student Leaders Presentation at Workshop: “Youth Strategies and Experiences of Migration and Integration” 16th International Metropolis Conference September 2011, Azores Dr. Darren E. Lund Professor, Faculty of Education Domain Leader, PMC Welcoming Communities Prairie Metropolis Centre Domain Leader Welcoming Communities: The Role of Host Communities in Attracting, Integrating, and Retaining Newcomers and Minorities http://pmc.metropolis.net Research Focus: Social Justice Activism “direct action by a voluntary coalition of students and teachers to raise awareness or bring about social change toward eliminating racism and other forms of discrimination” Includes: organizing educational lessons or programs, school or community displays, group activities, awareness events, media campaigns, and political engagement of students and teachers on issues of “race,” culture, age, ethnicity, gender, gender identity, sexual orientation, class, dis/ability, appearance, and other markers of difference Examples: social justice programs, multicultural clubs, antiracism projects, intercultural events, action groups, international programs, refugee support initiatives Definition: Recent Social Justice Research “Antiracism Toolkit: Building Capacity Among SchoolBased Activists” (2002-2004) AAME, CRRF “Antiracism and Diversity Resources” (2004) Canadian Heritage “Fostering Acceptance and Integration of Immigrant Students: Examining Effective School-Based Approaches in Prairie Schools” (2004-2006) funded by the Prairie Metropolis Centre “Understanding School-Based Social Justice Activism” (2004-2006) University of Calgary “Intercultural Inquiry With Pre-service Teachers” (20052007) - funded by the Prairie Metropolis Centre “Examining Social Justice in Action” (2006-2009) - funded by the Prairie Metropolis Centre Current Social Justice Research “Engaging Young People in Social Justice Activism: Insights from Former Student Leaders” (2008-2011) - funded by the Prairie Metropolis Centre “Engaging Student Leaders in Research on Social Justice Activism” (20011-2014) - funded by Social Sciences and Humanities Research Council www.ucalgary.ca/dtoolkit “Engaging Student Leaders in Research on Social Justice Activism” Principal Researcher: Dr. Darren Lund Funder: SSHRC Research Assistant: Kari Grain • critical analysis of engaging in social justice research from the perspective of actual student leaders • using duoethnography (Norris, Sawyer, & Lund, 2011) the researchers seek insights from former school activists • follows critical anti-racist and multicultural research of James Banks, George Dei, Paul Gorski, Carl James, Sonia Nieto, Carol Schick, Christine Sleeter, and Patrick Current Examples of Youth Groups Photo taken at Calgary’s City Hall, just two blocks from the 2009 National Metropolis Conference. Image from the Calgary Herald. Lindsay Thurber’s STOP Program Students and Teachers Opposing Prejudice • diversity issues • intercultural sharing • multicultural education • challenging racism & discrimination • human rights promotion • countering hate groups • student social activism • youth leadership training • international development • school violence prevention • charity fundraising • political lobbying • world peace efforts Freedom Fighter of the Month March 2000 Students and Teachers Opposing Prejudice Definition of “backlash”: n. 1. an adverse reaction to some political or social occurrence, usually something new or liberal; 2. an antagonistic or hostile reaction to a trend or development Forms of Backlash: • Indirect resistance/denial of inequity & oppression • Direct threats & challenges to social justice work Verbal (telephone, personal) Written (email, letters, notes) Media (news articles, signs, websites, radio & TV broadcasts) Legal (complaints, lawsuits) Other Responding to hate in the community Methodology: Duoethnography (Norris, 2008; Norris, Sawyer, & Lund, 2011) Conversational approach to research • a dialectic enquiry • builds upon narrative, autoethnographic and storytelling approaches • personal history as a curriculum • a “third space” invites readers into the conversation • “bracketing in” vs. “bracketing out” the personal • we are the sites for research, not the topic • multiple viewpoints may intersect and contradict Research Approach • convenience sampling using Facebook to recruit • 12 participants selected based on past leadership • at least a year of school social justice activism • mix of gender, age, background, identity, experiences • one hour interview/conversations Duoethnographic Interviews: • conversational nature of the research creates more readable and interesting work • relationship more equitable as co-researchers • eliminates the “researcher/subject” positions • includes more informal language • some additional vulnerability • past common experiences enhance the dialogue Themes emerging from the data: Facing racism Seema: People say, “Where are you from?” I’m Canadian, and if I say, “I’m Canadian,” nobody listens. They’re like, “Really?!” Darren: They’re like, “Come on, you know what I meant by that. Don’t play this game with me; don’t make me be polite.” Seema: Haha [laughing], yeah. Chantal: My sisters are ten years younger than I am, so they’re quite little, and when I was 15 or 16 and they were 5 or 6 we would go out and people would sometimes freak out and start thinking they were my kids and I was a “drunk Indian.” They would kind of see what they wanted to see. I think they had resentment towards aboriginal people. They see a girl who looks like she might have been really young when she had kids, and who has vaguely Eurasian/aboriginal traits, and they would just assign that meaning. So I think it’s interesting to be able to infiltrate, if you will, white people. Themes emerging from the data: Facing and resisting backlash from parents Katie: (on high school activism): I can remember my parents also not being really supportive of it. Darren: Really? Katie: Yeah, so looking back too, I did all that, I think that was my first taste of doing things I cared about and having to just go against, sometimes, what my parents wanted for me. Darren: - which would be more mainstream? Katie: Yeah and they saw it as a huge waste of time, like why am I doing all these things all the time and getting involved in all this stuff. Darren: That’s interesting. At home I lived with a similar life to that, like my parents never had strong social justice ideals. So this work, even though they’re like, “good for you, you’re getting all these accolades,” but not really supportive of the work itself. Katie: That’s still kind of the stance they take. And I think it’s foreign to them; they don’t understand it. Themes emerging from the data: Facing and resisting backlash from neighbors Katie: We had one of the very first black people living in [our city] lived with us and she was on an exchange, and she was our babysitter, and I swear she was one of the first black people in [our city] because people would stare. And we actually, neighbours actually moved away from us. Our house was always very diverse and we had foster kids and so on. Darren: Right, so the activist group seemed to be a comfortable home for the work you were already interested in? Katie: Well and I think really it was a group that was truly inclusive of diverse kids, and back then there was a lot of different involvement, you know, it gave us a space to kind of connect. Themes emerging from the data: Facing and resisting backlash from the community: Chantal (on forming a GSA in a high school): …but it wasn’t a real GSA; it was a part of, it was a committee of the social justice club. Darren: And so was ours. Our first GSA ever in Alberta was under our STOP umbrella and that’s how we – Chantal: Exactly, right? And that’s how it was, like it was really sneaky and we were like “we wanna be on our own” but then it fell apart, there were no teacher sponsors. If you don’t have a teacher to do it, in a school setting you need that backup. Chantal: We’ve had some ridiculous stuff happen down at our [Queers on Campus] office; we had a used condom stretched over our door handle one day when we showed up. Darren: This was here on campus? Chantal: Here on campus this year. So like, there’s like a lot of resistance, and that’s actually why we made those stickers, because we just got “lesbos suck” written on one of our posters Themes emerging from the data: Facing and resisting backlash as a teachable moment Linda: Sometimes people have misconceptions with things they don’t understand and then it’s a teachable moment and in a compassionate way, a nonviolent way, you can sometimes change people’s perspectives. You’ve been exposed to an alternative viewpoint. Darren: Right, that’s very optimistic. And you can, I mean I think I came to a lot of revelations around diversity, difference, racism, homophobia, and sexism quite late in life. Linda: And some people will never change their mind. But I think a lot of times people’s minds do change. Even Klein [a right-wing politician], I remember during the Vriend situation [a human rights case] actually publicly saying he was quite ashamed at the level of hate people were saying in his office. He was quite – it made him sick, he actually said that – which was very surprising to me, for Klein to say something like that. Themes emerging from the data: Growing critical awareness Katie: I had already been exposed to things, so now I looked at all this stuff with a critical eye. And often I find myself feeling that I want something more radical, like, “We need to challenge this. Look at all the problems with this”… We were talking about this yesterday. [A friend and I] both have a lot of friends who have done trips to Africa and what not. And I think part of it is just that there’s a lack of education and awareness about different issues. People come into university and want to do something to help, and they sign up for an agency and don’t ask a lot of questions, whereas I was doing background research on questions like: What do countries think of these non-profits that go in and build schools, and what are the politics behind that, and where is the money going? Themes emerging from the data: Growing critical awareness Linda: My view definitely has changed. I think I’ve become more open to the possibilities of how things can be different and just the wider range of views. The longer and the more that you’ve had that range growing up, the more activism you’ll do…. they’re still doing things day-to-day and they’re having this compassion now and standing up to things, and working for a cause where it’s appropriate and so, I think those things happen because of the values. Darren: I hope so, and the value of building a democracy, too; they’re just being more active citizens, they’re actually having a voice, trying to change things that they see are wrong. Linda: Yeah, writing their MP or MLA. I continue to do that; every time there’s an election, I ask my key questions on the environment and human rights and so forth. I usually will present that to whomever I’m voting for to make sure we’re on the same page. So it might be something behind the scenes that people don’t ever talk about. So [former activists] are making more informed decisions, more informed decisions about even Themes emerging from the data: Personal transformation Chantal: As soon as you start thinking about how crappy racism is, or how awful homophobia is, it’s kind of hard not to realize they affect you. It’s hard to not become involved with that, or to be okay with going back to those friends who are like, “Well, gay people are gross anyway,” or “You’re the first coloured person I’ve met,” or any of those stupid comments. It’s hard to go back to that. Even if you don’t want to do anything about it, I think it’s hard to be around that once you realize how awful those things are. Chloe: So now that I’m more involved, I’m more motivated to go back to school. I find it’s really motivating when you see something you started [continuing] even if you thought it was something small. “Engaging Young People in Social Justice Activism” Other research issues emerging to date: recruiting and communicating through electronic social media (Facebook, email, texts) concerns over data lopsidedness seeking gender balance researcher/participant consistency compiling or managing data with multiple participants generating insights for current teacher-activists finding policy relevance across several dimensions of social difference Selected References Lund, D. E., & Nabavi, M. (2008). A duo-ethnographic conversation on social justice activism: Exploring issues of identity, racism, and activism with young people. Multicultural Education, 15(4), 27-32. Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural education (5th ed.). New York, NY: Allyn & Bacon. Norris, J. (2008). Duoethnography. In L. M. Given (Ed.), SAGE Encyclopedia of Qualitative Research Methods (pp. 233-236). Thousand Oaks, CA: Sage. Norris, J., Sawyer, R., & Lund, D. E. (2011). Duoethnography: Dialogic methods for social, health, and educational research. Walnut Grove, CA: Left Coast Press. Contact Dr. Darren Lund at dlund@ucalgary.ca Tel: 403-220-7365 www.ucalgary.ca/dlund