This might begin with the recognition that 'race' is a social construction with no solid foundation in biology. Hence, the term 'race' itself is deeply problematic and we should avoid reproducing the categories it is part of. In Canada, the term 'racialized groups' has gained favour because it draws attention to this social process of constructing race.

Knowing more about the Canadian history of discrimination is a second crucial step (e.g. European colonization and the Indian Residential School system, the Komagatu Maru, the internment of Japanese in WWII, Africaville, etc. etc). Ultimately, learning to empathize with and, to some degree, understand the predicament of others is essential. This can be achieved in part through dialogue, role-playing and imagination but it is helpful to experience the predicament of being seen as a 'visible minority' -- for example by living in a community where one's appearance marks one off as "other'. Pedagogically, achieving this kind of (self)awareness requires a diverse community that works to maintain a safe space for mutual learning and encounter and the humility to recognize the limits of empathy and understanding. Friendships between people with different identities and experiences are essential for this journey.

White privilege is woven deeply into the fabric of Canadian society but racial thinking is part of other forces of marginalization and discrimination: of indigenous peoples, of non-European immigrant groups, of the religious or linguistic 'Other', and, increasingly, of refugees seeking safe haven.

Some references that may be useful:

Gunew, S. M. (2003). Haunted nations: the colonial dimensions of multiculturalisms. New York: Routledge.

Guzder, J., & Rousseau, C. (2013). A Diversity of Voices: The McGill 'Working with Culture' Seminars. Cult Med Psychiatry, 37(2), 347-364. doi: 10.1007/s11013-013-9316-0

Kirmayer, J.J. (2014). Critical psychiatry in Canada. In: R. Moodley & M. Ocampo (Eds.) Critical Psychiatry and Mental Health: Exploring the Work of Suman Fernando (pp. 170-181). New York: Routledge.

Satzewich, V. (2011). Racism in Canada. Don Mills: Oxford University Press.

Saul, J. R. (2008). A Fair Country: Telling Truths About Canada. Toronto: Viking Canada.

Smedley, A., & Smedley, B. D. (2005). Race as biology is fiction, racism as a social problem is real: Anthropological and historical perspectives on the social construction of race. Am Psychol, 60(1), 16-26. doi: 10.1037/0003-066X.60.1.16

As well, see some of the videos of talks from our Advanced Studies Institute this year at: www.mcgill.cs/tcpsych/training/advanced/2014/asi-lectures

This references that may be useful also:

Robert Bernasconi, Studies in Continental Thought, Publisher: Indiana University Press (June 18, 2003)

ISBN-10: 0253215900

ISBN-13: 978-0253215901

Dr. Kirmayer's recommendations are excellent. Because national policies and rhetoric espouse multiculturally inclusive values and ignore systemic disparities, I might add that the construct of color-blind racial ideology (Helen A. Neville - psychology; Eduardo Bonilla-Silva - sociology) seems particularly relevant. 

Hi there,

I agree with the very insightful comments of Prof. Kirmayer.

On race and racism in Canada, I generally praise Canada for its management of immigration and diversity, but I think its important to note that there is considerable evidence of existing inequities, social divisions, racial discrimination, and other forms of social stratification within Canadian society. As Jeffery Reitz has pointed out, Canada is not less prone to racism and hatred than anywhere else: less racial conflict does not mean less racial discrimination. Peter Li has also noted that, despite the fact that Canada has developed constitutional and legislative protection to ensure that ‘race’, ‘origin’, and ‘colour’ are illegal grounds for differential treatments, in tacit recognition that these are unscientific concepts that undermine the principles of liberty, freedom, and equality, these tools are insufficient to guarantee de facto racial equality.

I think the issue of ‘white otherness’ and ‘whitening’ is also very relevant in this context…

The following references might be useful:

Li, P. (2003) “Deconstructing Canada’s Discourse of Immigrant Integration,” Journal of Integration and Migration Studies, 4 (3): 315–33.

Li, P. (2003) “Social Inclusion of Visible Minorities and Newcomers: The Articulation of ‘Race’ and ‘Racial’ Difference in Canadian Society.” Paper presented at the Conference on Social Inclusion, March 27-28, 2003, Ottawa.

Reitz, J.G. 1988. “Less Racial Discrimination in Canada, or Simply Less Racial Conflict? Implications of Comparisons with Britain,” Canadian Public Policy 14 (4): 424–41.

Reitz, J.G., Banerjee, R. (2007) Racial Inequality, Social Cohesion, and Policy Issues in Canada. In Belonging? Diversity, Recognition and Shared Citizenship in Canada. The Art of the State, Vol. 3, eds. K. Banting, T.J. Courchene, and F.L. Seidle, 489-545. Montreal: Institute for Research on Public Policy.

Rodríguez-García, D. (ed.) (2012) Managing Immigration and Diversity in Canada: A Transatlantic Dialogue in the New Age of Migration. Montreal and Kingston: Queen’s Policy Studies Series, McGill-Queen’s University Press. https://www.researchgate.net/publication/260248253_Managing_Immigration_and_Diversity_in_Canada_A_Transatlantic_Dialogue_in_the_New_Age_of_Migration 

Best,

Dan

Book Managing Immigration and Diversity in Canada A Transatlantic...

I will make this response short, having arrived late to this question, and considering that few have participated:

First, Kirmayer 's self-satisfied assertion that "race is a social construction with no solid foundation in biology" is not supported by the scientific evidence but is an ideological answer academics are expected to repeat without any critical reflection. There is a massive literature showing that the population of the world can be classified into different racial groupings, and that such a classification is consistent with Darwinian theory.  Criminologists can determine the race of a person on the basis of DNA phenotyping: http://www.nytimes.com/2015/02/24/science/building-face-and-a-case-on-dna.html?_r=0

Second, Dan's claim that "Canada is not less prone to racism and hatred than anywhere else" is a standard academic claim suffused with double standards and contradictions. If race is a construct, as Dan also says, how does he identify those in Canada who are racist against other races? He obviously means to say that white Canadians are racist; how does he identify them as "white", and how does he identify the non-whites who are being "discriminated" against?

The truth is that white Canadians are far less racist than non-white Canadians such as Chinese Canadians who come from racist cultures. But in academia we are only allowed to talk about white racists and not about non-white racists.  

I think issues raised are very relevant to the question. I have used Critical Race Theory to help interpret some of the racial issues surrounding education and hope that my following research pieces can add to this conversation but from  my experience studying as an international student in the U.S. that led to the following research:

https://www.researchgate.net/publication/42377157_Workforce_Education_and_Development_Curriculum_Responsiveness_to_Culturally_and_Internationally_Diverse_Gradaute_Students_A_Mixed_Methods_Study?ev=prf_pub

https://www.researchgate.net/publication/45724244_Integrating_Cross-Cultural_Elements_Into_Workforce_Education_Curriculum_Design?ev=prf_pub

https://www.researchgate.net/publication/263853876_Culturally_Responsive_ICT_Integration_into_Teaching_and_Learning?ev=prf_pub

https://www.researchgate.net/publication/263045869_Curriculum_Inclusiveness_Challenge_Responding_to_Multiculturalism_among_Workforce_Education_and_Development_Graduate_Students?ev=prf_pub

Best regards,

Debra

Article Workforce Education and Development Curriculum Responsivenes...

Article Integrating Cross-Cultural Elements Into Workforce Education...

Conference Paper Culturally Responsive ICT Integration into Teaching and Learning

Data Curriculum Inclusiveness Challenge: Responding to Multicultu...