Responsibility 1-3
- Review programming to recommend approaches to pedagogy in curriculum to create a relatable and inclusive environment.
- Develop recommendations and resources to include BIPOC scholarship and research in curriculum.
- Provide recommendations for the development of cultural awareness in language and teaching, including for case studies and examples.
Background
A participatory-based approach that included student voices at the undergraduate and the graduate level, in consultation with experts in anti-racist pedagogy and curriculum design, was used. The recommendations involve critical evaluation of the selection of course materials; the inclusion of diverse teaching practices and non-Western knowledge systems, ways of being and doing; and the recognition that Western thoughts and approaches are not universal and are particular modes of arriving at truth.
Responsibility 4
Make recommendations to incorporate Indigenous ways of knowing, content, perspective, discourse, and approaches as appropriate.
Background
As a research-intensive institution, the University of Waterloo can make a direct impact on the experiences of Black, Indigenous, and other racialized members of its campus community through a re-evaluation of the research enterprise. The Taskforce recognizes that historically (and currently) “other” ways of being, knowing, and doing have been excluded and rendered invisible by the predominance of Western research models and practices.
The Taskforce’s goal in setting out the recommendations below is not to eliminate Western-based research practices, but to expand the understanding of what is considered “bold, innovative, and excellent” research and research methodologies. With the aim to decolonize research and research administration, these recommendations have been informed by the experiences shared by Black, Indigenous, and other racialized faculty and students involved in research endeavours – as well as scans of other institutions and research into best practices.
Responsibility 5-6
- Provide recommendations for the development of BIPOC entrance and other scholarships.
- Advise on strategies related to approaches for introducing a transitional year program for high-school students.
Background
The Taskforce’s recommendations with respect to scholarships, transition year programming, and admissions are all motivated by the goal of creating more equitable access to the University’s academic programs. Black, Indigenous, and other racialized students are judged in equal measure with white students, even though Black, Indigenous, and other racialized students are structurally disadvantaged. Institutions such as the University of Toronto and McMaster University have acknowledged this structural disadvantage by creating scholarships, transition year programming, and admission practices that address these systemic issues. Equitable access to the University’s academic programs improves the experience for all students by creating a more diverse and vibrant learning environment that reflects the Canadian society.