UNIV2010 Action Plan Outline
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School
University of Guelph *
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2010
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English
Date
Dec 6, 2023
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docx
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UNIV*2010
Action Plan Outline
Prof. Joseph Pazzano
Sarah Barton
October 25, 2021
Sarah Barton
2
Potential Actions:
1.
Analyze prejudices, microaggressions towards the Black community and educate myself
about the disparities within the workplace between the black community and the public.
i.
Recently, there has been a lot of media attention and emphasis on the
discrimination against the Black community in different situations such as at work
or through police interactions. Though there seems to be a lot of focus on the
discrimination against this community, there still are a lot of changes that need to
be made.
2.
I plan to support the Asian community through challenging the misconceptions brought
upon the community due to COVID-19 by educating myself and others on the facts of the
virus.
i.
Since the pandemic started, there has been a rise in anti-Asian crimes within
Ontario and everywhere in general. As we discover and learn more about COVID-
19, certain facts/ideas have been proven false. Currently, COVID-19 originated
from a lab in Wuhan China and several people have blamed Asian/Chinese people
for the pandemic and the outbreak. If the public had more information about the
origin and the mechanisms of the virus (the structure and how it is spread), one
culture/race wouldn’t be blamed by the public/media.
3.
Encourage inclusivity of the LGBTQ community through understanding different views
and incorporating acceptability
4.
I plan to challenge indigenous indifferences through learning about the indigenous
culture, traditions, and history.
Sarah Barton
3
5.
I plan to be an upstander when I hear conflict, stand up to start an active conversation and
not be a bystander.
i.
This action is not to start a problem and fight with others. By starting an active
conversation and understanding every view possible, both myself and others can
grow to be more aware. It is important to treat people the way you want to be
treated and to not typecast certain genders or ethnicities. You do not treat someone
with respect simply because they are a certain race (there should be no obligation
to treat someone kindly due to their ethnicity/culture).
Articles:
“Young, working, and black: a study of empowerment, oppression, race and gender in
community settings”
This article has a large focus on the oppression and racism within the workplace.
Specifically, how does oppression impact Black youths’ working and how do working
Black youths’ effect the experiences of oppression and empowerment in the workplace.
Though this article has lots of information on the oppression and discrimination against
young Black workers, there are several points the article makes with specific
terms/definitions and it can be confusing at certain times.
Throughout the article it explains how the community can empower and promote
awareness of the oppression Black youths’ face. The numerous points the article talks
about, aids in highlighting the importance of awareness and inclusivity.
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Sarah Barton
4
“An outbreak of xenophobia: Perceived discrimination and anxiety in Chinese American college
students before and during the COVID ‐19 pandemic” & “Stop AAPI hate reporting center: A
model of collective leadership and community advocacy”
Both these articles talk about how the pandemic have impacted the Asian community.
The views towards the Asian community have mainly been negative due to the virus
originating from China as well as how the media exposure negatively portrayed Chinese
individuals. Compared to previous diseases related to China such as Sars in 2003, the
media plays a significant role in how this racial/ethnic group is being perceived and
stigmatized. During and once the outbreak finishes, there will be and already are
numerous psychological consequences on the Asian community.
Strengths about these articles is that they both extensively progress in detail on how the
pandemic has affected the Asian community and the correlation between COVID-19 and
Asian individuals. Though, there is a lot of information about the relationship between
the outbreak and the Asian community, there isn’t as much information for how people
can help. One article refers to AAPI throughout which is a report centre that tracks anti-
Asian hate and discrimination whereas the other article mainly focuses on the data and
connection between the pandemic and Asian individuals.
These articles will help explain and enforce the relationship between COVID-19 and the
discrimination against the Asian community as well as the consequences these actions
have on the community.
““I accept all students”: Tolerance discourse and LGBTQ ally work in U.S. public schools.” &
“Using education law as a tool to empower social justice leaders to promote LGBTQ inclusion”
Sarah Barton
5
These articles look at how the education system is impacting LGBTQ students and how it
can be used to promote LGBTQ inclusion. One article goes in depth on how students and
teachers can be more aware and inclusive of these students. Strengths both these articles
possess, is that they provide sufficient effective information to support the points they
make (for example, one does a study that uses several students throughout the school,
while the other refers to how law makers and the educational system can aid in making
change to support these individuals).
The articles will be helpful to explain and emphasize the to promote LGBTQ inclusivity
and how if we don’t become more aware, it will severely impact LGBTQ individuals.
“Policies on and practices of cultural inclusivity in learning management systems: Perspectives
of Indigenous Holistic Pedagogies”
There is not as much cultural inclusivity for the indigenous community within the
education systems and teachers/students perceive the culture differently from what it is.
The article proposes four dimensions that will improve inclusivity (communication,
collaboration, community, and interculturality).
This article will help outline how including more cultural aspects of the indigenous
culture will have a positive outcome to integrate indigenous culture values. Also, it aids
in accentuating the importance of inclusivity and incorporating indigenous values within
our everyday lives to better understand and be more aware.
“Promoting proactive bystander responses to racism and racial discrimination in primary
schools: A mixed methods evaluation of the ‘Speak Out Against Racism’ program pilot”
Sarah Barton
6
Speak Out Against Racism (SOAR) is a program that was introduced into a school and
afterwards a study was conducted to see whether the program made a difference within
the school regarding racism and discrimination. At the end of the study, they found that
the SOAR program improved students’ and teachers’ perceptions of racial discrimination.
Strengths of this article is that was a very in-depth study that was carried out with
positive results. However, there were some implications that could have affected the
results like the number of staff needed to carry out the program.
This article supports being an upstander, to speak up, and to recognize racial
discrimination actions which emphasizes my action.
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Sarah Barton
7
References
Dreamson, N., Thomas, G., Lee Hong, A., & Kim, S. (2016). Policies on and practices of
cultural inclusivity in learning management systems: Perspectives of Indigenous Holistic
Pedagogies.
Higher Education Research & Development
,
36
(5), 947–961.
http://dx.doi.org/10.1080/07294360.2016.1263830
Hasford, J. (2010). Young, working, and black: a study of empowerment, oppression, race, and
gender in community settings.
Wilfrid Laurier University
.
https://doi.org/10.1080/07294360.2016.1263830
Haft, S. L., & Zhou, Q. (2021). An outbreak of xenophobia: Perceived discrimination and
anxiety in Chinese American college students before and during the COVID‐19 pandemic.
International Journal of Psychology
,
56
(4), 522–531.
https://doi.org/10.1002/ijop.12740
Lewis, M. M., & Kern, S. (2018). Using education law as a tool to empower social justice
leaders to promote LGBTQ inclusion.
Educational Administration Quarterly
,
54
(5), 723–
746.
https://doi.org/10.1177/0013161x18769045
Priest, N., Alam, O., Truong, M., Sharples, R., Nelson, J., Dunn, K., Francis, K. L., Paradies, Y.,
& Kavanagh, A. (2021). Promoting proactive bystander responses to racism and racial
discrimination in primary schools: A mixed methods evaluation of the ‘Speak Out Against
Racism’ program pilot.
BMC Public Health
,
21
(1).
https://doi.org/10.1186/s12889-021-
11469-2
Smith, M. J. (2018). “I accept all students”: Tolerance discourse and LGBTQ ally work in U.S.
public schools.
Equity & Excellence in Education
,
51
(3-4), 301–315.
https://doi.org/10.1080/10665684.2019.1582376
Sarah Barton
8
Takasaki, K. (2020). Stop AAPI hate reporting center: A model of collective leadership and
community advocacy.
Journal of Asian American Studies
,
23
(3), 341–351.
https://doi.org/10.1353/jaas.2020.0028