Educational support professionals have been characterized in research literature as both powerful and powerless. How can we leverage our liminal positions to spark social justice change across borders within and beyond our institutions? This workshop will use the theory and practice of decolonization in Canadian higher education as a specific example to inform participants’ explorations of their roles as educational support professionals in fostering social justice change within their institutions.
90-minute workshop outline:
The importance of self-situation in social change
The specific example of decolonization in Canadian higher education
Strategies for sparking change among faculty, students, administration
Conclusion and self-critique: Is this really making a difference, and for whom?
After completing this session, participants will be able to:
• explain some of the history and current issues around decolonization in Canadian higher education
• describe several strategies for supporting instructors, students, and administrators towards social change
• evaluate aspects of their own positionality, strengths and shortcomings in terms of supporting social change