Widening the Circle: Racialized Immigrants in Toronto's Alternative Food Movement

Toronto is a growing site for the alternative food movement with plenty of innovative projects. While the alternative food movement may emphasize the participation of diverse members and communities some observers have noticed the underrepresentation of immigrants and visible minorities within the movement. As Toronto increasingly acts as an immigration hub, it becomes critical to create room for diverse and marginalized voices in food spaces. This major research paper will reflect findings from interviews with five food leaders in Toronto involved in food justice and food security initiatives while using critical whiteness theory and critical race theory to deconstruct the complexities which surround the needs and visions of immigrants and visible minorities. Findings reveal that when the voices of immigrants and visible minorities are recognized in the food movement, there is work to be done in improving accessibility, inclusivity and collaboration of the movement.

Widening the Circle: Racialized Immigrants in Toronto's Alternative Food Movement

Toronto is a growing site for the alternative food movement with plenty of innovative projects. While the alternative food movement may emphasize the participation of diverse members and communities some observers have noticed the underrepresentation of immigrants and visible minorities within the movement. As Toronto increasingly acts as an immigration hub, it becomes critical to create room for diverse and marginalized voices in food spaces. This major research paper will reflect findings from interviews with five food leaders in Toronto involved in food justice and food security initiatives while using critical whiteness theory and critical race theory to deconstruct the complexities which surround the needs and visions of immigrants and visible minorities. Findings reveal that when the voices of immigrants and visible minorities are recognized in the food movement, there is work to be done in improving accessibility, inclusivity and collaboration of the movement.

We Are the Champions? Performing whiteness in ASCENSION: DAWN OF CHAMPIONS

Background. Building on previous studies on racism and whiteness in video games, this article investigates how deck building games provide platforms for identity tourism, the symbolic appropriation of marginalised experiences, through their coupling of mechanics and racial stereotypes. Aims. The aim is to contribute to our understanding how dominant ideologies are expressed through simulation and gaming in a deck building context and how games similar to ASCENSION: DAWN OF CHAMPIONS (henceforth A: DOC) perpetuate racism and coloniality through gameplay design. This is part of an ongoing game studies effort to critique white supremacist and imperial structures in games. Method. In this article, I conduct a first-person close reading of A: DOC as an emblematic case study for contemporary deck building design. Using critical whiteness theory, I pay special attention to the gameplay design of the four Champion characters Nairi, Kor, Sadranis, and Dhartha in order to demonstrate the interplay of ludic, racial, and social performative elements in the construction of playful identities. Analysis. The deck building principles of A: DOC provides a racial pedagogical arena which creates affective links between gameplay and white supremacist values. In coupling digital deck building mechanics with stereotypical fantasy characters, the game invites players to take the roles of fantasy tourists and thereby become implicit in white supremacist play. Even though the characters Nairi, Kor, Sadranis and Dhartha are leaders of different genders and races, their “diversity” is established via popular racial cybertypes like the white female diversity advocate, the technologically advanced white male emperor, the aggressive Black male, and the Asian male exotic Oriental.

From Reflexivity to Collaboration

Recently scholars have begun to investigate who produces knowledge about Roma and with what agendas. I extend this inquiry to ask how reflexivity by a non-Romani ally and researcher contributes to analyzing the production and use of knowledge in Romani Studies. I examine various roles I have inhabited and forms of scholarship I have produced, both successful and unsuccessful, during my long involvement in Romani studies to reveal how and why I represented Roma, and what uses this scholarship served. Calling for a “reflexive turn” in Romani Studies, I note that while self-examination of knowledge production is useful for all researchers, for nonRoma it is mandatory because historically non-Roma have held more authority. Embracing “critical whiteness” theory, I examine my privileged roles and my attempts at collaborative advocacy. Tracing a historical trajectory of shifting subjectivities, I narrate several crises, such as balancing essentialism with advocacy, respectfully presenting Romani music, and combining diplomacy with activism to illustrate dilemmas of representation that I have faced and the responses I crafted. These issues all underline the responsibility that non-Romani allies have in accounting for their words and actions.

Social Representations of the African Other among participants of a Global Citizenship course in the Netherlands

This study aims to demonstrate processes by which Going Glocal, a Global Citizenship educational program based on Postcolonial Theory, can challenge social representation of the African Other among participating students. Postcolonial Theory argues that the colonial history of countries directly affects the current state of previously colonized countries and contemporary relations between people from Europe and Africa. Critical Whiteness Theory is concerned with the privileged position of a white self, for whom these privileges usually do not become tangible. 15 university college students traveled to Namibia as part of 2012 Going Glocal project and semi-structured interviews were conducted with them directly after they came back, as well as focus groups at the very beginning and end of the program. Two students with opposite socio-economic and ethnical backgrounds were selected for this case study. Their responses were interpreted using Social Representations Theory as a theoretical framework, to reveal the divergent positioning the interviewees took, and were analyzed according to Postcolonial and Critical Whiteness Theory.

Managing Diversity to Provide Culturally Safe Sport Programming: A Case Study of the Canadian Red Cross’s Swim Program

This article examines the piloting of a cultural safety training module in the Canadian Red Cross’s (CRC’s) Water Safety Instructor Development Program. Thematic analysis of interviews with program participants and facilitators revealed two main themes: Inclusion is important and valued by instructors, and accommodation for cultural and ethnic diversity is difficult to achieve in aquatics settings. Doherty and Chelladurai’s (1999) framework was used to understand the strengths and weaknesses of the pilot module. In conclusion, the authors propose that cultural safety training for the instructors alone will not lead to the provision of culturally safe sport; rather, there needs to be a change in the overall organizational culture in which the CRC’s programs are offered if they are to succeed. These findings make three contributions to the literature. First, the authors bridge the existing bodies of literature on critical Whiteness theory and sport management literature that addresses the management of diversity. Second, the authors explore the novel application of cultural safety training for instructors of a sport program. Finally, the authors offer recommendations to enable the development of an organizational culture that is facilitative and supportive with respect to inclusion (i.e., is welcoming) and accommodation (i.e., is flexible and adaptable) of cultural and ethnic diversity in aquatics programming.

Towards a Decolonising Pedagogy: Understanding Australian Indigenous Studies through Critical Whiteness Theory and Film Pedagogy

This article explores student and teacher engagement with Australian Indigenous Studies. In this article I identify key themes in the film September (2007) that demonstrate how the film can be used as a catalyst for student learning and discussion. Critical whiteness theory provides a framework to explore three themes, the invisibility of whiteness, the reachability of whiteness and the cultural interface. Critical whiteness theory identifies the way in which non-Indigenous people centralise and normalise whiteness within colonised societies, and particularly considers how white privilege is maintained. Interpreting the film September through the lens of critical whiteness theory contributes to translating curriculum and social justice aims of education into action.

Educating Australian social workers in the post-Apology era: The potential offered by a ‘Whiteness’ lens

• Summary: The Australian Prime Minister’s 2008 historic Apology to the Stolen Generations gives Australian social work an opportunity to confront its past complicity in Australian Indigenous disadvantage and embrace the development of Indigenous social work as central for practice. Critical Whiteness1 theory in social work curricula could assist the development of Indigenous social work as a core approach by challenging the ongoing and largely un-reflexive practices emanating from social work’s Euro-centric heritage with its often taken-for-granted knowledges and principles which negatively affect Indigenous peoples. • Findings: Recent professional and theoretical attention on critical Whiteness highlights race privilege, questions the invisibility and continuing invisibilization of race, critiques previously taken-for-granted Western knowledges and practices, and facilitates the development of countering practice approaches. Research studies reveal some practitioners to be aware of the need for different practices as well as some who practice differently without realizing they are using critical Whiteness principles. • Application: Critical Whiteness theory in the social work curriculum offers a strong conceptual and practical opportunity for students and practitioners to become more racially cognizant in their work with Indigenous people, allowing this work to be more effective in the profession’s social justice mission as well as decreasing some of the extant colonizing practices.