In Quillette, Jonathan Kay examines the 89-page agenda from a Universities Canada meeting, comparing the issues most people would identify as likely being of high urgency for a gathering of Canadian university administrators with the actual issues the organization considers urgent and important:
University College, University of Toronto, 31 July, 2008.
Photo by “SurlyDuff” via Wikimedia Commons.
Last week, 53 top Canadian academic administrators convened in Ottawa for a biannual membership meeting of Universities Canada, a group dedicated to “providing university presidents with a unified voice for higher education.” The 89-page meeting agenda, which was leaked to me after the event, makes for an interesting read.
The pandemic has been a challenging period for Canadian universities, as the adoption of virtual classrooms has caused some families to wonder whether the traditional bricks-and-mortar education model is worth the price. Many Canadian schools are financially dependent on foreign students, an income source that’s now in flux thanks to COVID. In April, Laurentian University in Ontario declared itself insolvent, cut dozens of programs, and laid off about 100 professors — an unprecedented development.
And yet none of these issues is listed on the October 27th Universities Canada meeting agenda. Laurentian University isn’t mentioned at all, in fact. And the only substantive reference to the COVID pandemic consists of an aside to the effect that “women are disproportionately being impacted negatively during the pandemic”. Instead, all of the agenda’s main action items are dedicated to social justice.
The first item updates attendees on Universities Canada’s multi-year effort to draft a statement on “Social Impact Principles”. A subsequent action item details the “Scarborough National Charter”, a document aimed at “mov[ing] from rhetoric to meaningful concrete action to address anti-Black racism and to promote Black inclusion.” There’s also a related item titled “Equity, Diversity, and Inclusion,” under which members were asked, by formal motion, to affirm their commitment to an affirmative-action doctrine known as “Inclusive Excellence”.
Later in the document, there appears an action item relating to “Principles of Indigenous Education”, detailing the by-now year-and-a-half-long consultation process aimed at renewing Universities Canada’s original Indigenous Education manifesto (which itself was announced with much fanfare in 2015 after a year of work). Among the proposed editing refinements are that language be added “recognizing [the] intersectionality of Indigenous identities”; and that a new preamble be added “acknowledging that Universities Canada and its member universities are located on Indigenous lands across Turtle Island.” The final version, it’s predicted, will be ready by April 2022.
But the agenda’s real centrepiece is a 46-page standalone report commissioned by Universities Canada, called Building a Race-Conscious Institution: A Guide and Toolkit for University Leaders Enacting Anti-Racist Organizational Change.
The report’s main theme is that university leaders must decisively reject the idea of “colour-blindness” (which the author asserts should properly be termed “colour evasion”) in favour of becoming “race-conscious individuals” who “explicitly reflect on their ethno-racial identity and group membership.” The author also exhorts university presidents to “actively examine their personally mediated racial biases, consider their individual experiences with respect to racism, and acknowledge their relative race-related marginalization or privilege in the larger society.” To persist in colour evasion, the author warns, is to erect “discursive barriers to antiracist organizational change.”
And colour evasion is just one of 10 listed “dominant ideologies and pervasive narratives [that] undermine efforts to counteract racism.” Among the other “barriers” listed by the author are “equal opportunity”, “tradition”, and “tolerance”. The report also contains tangents on “white fragility”, “allyship”, and the “ethics of care” prescribed by “critical feminist and antiracist scholars” — as well as instructions regarding the use of certain words and phrases. For instance: “Representation gaps among students, scholars, and staff in higher education are not ‘achievement’ gaps, but rather ‘opportunity’ gaps.”
Private William Penman, Scots Guards, died 16 May, 1915 at 
