Tuesday, February 19, 2013

Genocide

Canada's Peace-Keepers

What do peace-keepers do?

 
Canada's Peacekeeping Mission to Haiti
Canada's Peacekeeping Mission to Kandahar, Afghanistan



Genocide:

Any of the following acts committed with the intent to destroy, in whole or in part: 
  • a national group, 
  • an ethnical group, 
  • a racial group, or 
  • a religious group 
by:
  • killing members of the group, 
  • causing serious bodily or mental harm to members of the group, 
  • deliberately inflicting on members of the group conditions of life calculated to bring about its physical destruction in whole or in part, 
  • imposing measures intended to prevent births within the group, and 
  • forcibly transferring children of the group to another group.


Who is Romeo Dallaire?



What happened in Rwanda?

We will be watching the film Shake Hands With The Devil and looking at one man's fight to stop a genocide and how the United Nations fail both him and the people of Rwanda.

Questions:
  1. Who is Romeo Dallaire?
  2. What were the root causes of the problems in Rwanda?
  3. Briefly, what happened?
  4. What efforts did Romeo Dallaire make to end the violence?
  5. How did the UN help or hinder his efforts?

Read in Global Voices, pp.25-27.  Respond to the questions in your book by writing in your journal.  Feel free to write about anything else to do with Romeo Dallaire, Rwanda, or genocide as well.   




Action Plan

In Social Justice 12, you will have no final exam.  Instead you will create an action plan.

Perhaps the most important part of this course is the action plan.  What can you do to change the world?  Perhaps your little piece seems like nothing...

...but in fact, each piece that you contribute adds to the millions of other pieces that people around the world are contributing.




Being Young And Making An Impact


SOCIAL JUSTICE 12
ACTION PLAN

1. Identify the issue, challenge, or problem to be addressed
The purpose of an action plan is to organize and develop solutions to address a specific issue, challenge or problem.   For this assignment to have meaning to you, it should concern an issue about which you feel passionate.  Possible general topics could include:
  • Globalization
  • Genocide
  • LGBT issues
  • Child and youth issues
  • Women’s rights
  • Poverty
  • Aboriginal issues
  • Rights for the alternatively abled
  • Sizism
  • Ageism
  • Animal rights, etc.
Keep in mind that these are general topics and you will have to decide on a specific problem within the general topic to be addressed, i.e. Animal Rights – there is no off-leash park for dogs to run free in your community.

Jot down a few challenges or issues you are aware of either that exist either at school, in your community or in the world around you.



2. Evaluate the issue
Now, examine the list of challenges again and choose one that you feel most committed and confident about addressing through a plan of action. Once you’ve done this, the next step is to evaluate the challenge more objectively and thoroughly. Evaluate the challenge in relation to five primary areas:  background, need, constraints, resources available, and resources needed.

  1. Background refers to the history of the issue/challenge, including the cause and other individuals and programs that have tried to address it. If you are not familiar with the issue, this may take a little research on your part. However, based upon what you understand now, what is the history of this issue in the given context?
  2. Need has to do more with solutions to the issue or challenge. Essentially ask yourself: “What needs to happen to effectively address this issue?”  Brainstorm a list of actions that could help solve this problem.
  3. Constraints are those factors that are keeping you from addressing the challenge.  They might include lack of time, money, education about the issue, volunteers, etc.  Brainstorm a list of possible restrictions that you are aware of:
  4. Resources Available are those resources that are easily and readily available and accessible right now to address the issue. So, what are your available resources?
  5. Resources Needed are those resources that are not easily and readily available and accessible right now to address the challenge.  So, what resources do you need?



3. Develop a Mission Statement
Now that you have developed a more thorough understanding of the issue/challenge, you can now work to refine the purpose of the action plan and the project it will initiate.  The Mission (or Vision) Statement aims to be a broad and concise description of your purpose for creating an action plan to address the problem. It does not establish specific tasks that the organization will accomplish, but rather what the problem is and generally how it will be addressed.

An example Mission Statement from an action plan to address the effects of poverty in a high school might state:

“Recognizing that some students on campus are coming to school without breakfast or without coats in cold weather, I am committed to changing the situation for them by providing food and coats for free.”

As you see, the Mission addresses the context and states a related purpose. You don’t have to do it in that way, but it may be helpful.

Create a possible Mission Statement for your action plan.




4. Create Goals
Goals function as a kind of thesis statement or purpose for the action plan. They explain exactly what the intended tasks will be in order to fulfill the mission. Keep in mind that effective goals are action oriented, clear (who, what, where, by when), and are related directly to the problem.
You may want to tailor your goals to meet the criteria of being SMART:
S - specific
M - measurable
A - achievable
R - realistic
T - time-bound

Example goals from the school poverty action plan might be:
By the end of the year, I will:
Find a community sponsor to provide fruit, bread and peanut butter for students once a week.
Sponsor a winter coat drive/swap in the autumn.
Facilitate at least one workshop in the spring for students to learn how to write resumes, take interviews, and find jobs.

Now brainstorm 1-3 goals for your action plan:
1)
2)
3)



5. Construct Action Steps
Now you’ve arrived to the most crucial part of the action plan: the action steps. Essentially, the action steps are a realistic list of solutions and activities that will address the challenge, thus fulfilling the goals and working to achieve the mission.  But to develop the action steps, you must first brainstorm a list of possible solutions using your background evaluation earlier developed. Especially keep in mind your Need, Constraints, Resources Available, and Resources Needed assessment.

For example, the Need part of the school poverty project would require initial approval from the principal.  An action derived from this would be:

“Present initial ideas for dealing with the effects of poverty at school to the principal.”

If this is your primary action step, determine (using your evaluation) if there are any constraints and if there are resources to conduct a presentation to the principal. (Make sure to do this for all of your primary action steps.)

Next decide 3 more things:
• If you will be enlisting volunteers to help you, who will be responsible for coordinating or carrying out the action?
• A time by which that action might occur.
• The intended outcome of the action.


Example action step chart for the school poverty plan:

What
By Whom?
By When?
Expected Outcome

Meet with the principal.




All of the volunteers and me.

By the end of September.

We will get approval for the project.

Contact local grocery stores and food banks.





Josh and Carrie

By mid-October.

We will get regular donations for a breakfast program once a week.

Advertise the coat drive/swap with posters and on the announcements.








Me and Carrie

By the end of October.

Students will bring used and outgrown coats to the English portable.


Create an action chart on poster paper for your action plan.




6) Format your action plan
Now arrange the plan into a formal document that you can easily refer to or distribute to any volunteers or anyone just interested in knowing your plans (like me!).

Suggested action plan format:
Title
1) Mission Statement
2) Goals
3) Issue and Background
4) Action Steps (including the chart)



7) Execute and evaluate your action plan
Now that your action plan is ready to go, execute your plan.  As you go, you may find that you may need to change some of your goals and plans.  Be flexible but make notes of all the changes so you can report them to me by the end of the semester.

Once your plan is executed, go back and evaluate your success.  Answer these questions:
  1. Did you accomplish each goal?  If not, why not?
  2. Did your action steps actually lead you to accomplishing your goals?
  3. Did you have to make changes to your plans?  Why was this necessary?  What did you learn from this?
  4. Give yourself a letter grade for your over-all project.

8) Present your action plan for teacher evaluation
Your evaluation and grade for your action plan, which is 20% of your total mark, will be based on your presentation.  For your presentation you should include:
  • The document of your action plan (this needs to be detailed).  30%
  • The chart with your action steps.  5%
  •  Photographic or video evidence of the execution of your plan.   30%
  • A reference letter from someone who witnessed or benefited from your action plan.  5%
  • Your verbal explanation of your action plan.  This should include a brief summary of your document, an explanation of your experiences, anecdotal successes or failures, an explanation of your beliefs that led to this project, a self assessment of how you have changed or grown from the beginning of the course to the end, your understanding of the systemic nature of change and how that is reflected in your project, and a possible future application of your action plan. 30%
 The presentations of your action plan will take place during the final exam week.  This will take the place of a final exam. 

These steps were adapted from the Bonner Foundation Action Planning Curriculum.

Thursday, February 14, 2013

Looking at the Media

What role does the media play in the development, perpetuation or establishment of our beliefs?

Look at these pictures.  What messages are they giving us?





Emotive Conjugation:
 
Ads, news reports and television shows that bombard us with their messages can change the way we think.



In groups, discuss ads, news reports or television shows that have really "stuck" for you.  How have they affected how you feel or what you think?  Do you think they change the way you or others behave?
What responsibility does the media have towards social justice?


The following three clips are from TV shows focusing on African American families.  What messages are they giving?





Tyler Perry's House of Payne (2006-2011)

  

These are three shows spread over close to 40 years depicting African American families.  What are they telling us?  Two of these shows were considered groundbreaking at the time.  Can you guess which ones they were?  What would have made them groundbreaking?

Look at this clip.  How much has changed since then?



Homework:
Read this article
Write on in your journal what you think the media's responsibility is in terms of social justice.  What can you do to help the media make the best choices? 

Human Rights - Steps To Take

You have looked at the United Nations Declaration of Human Rights and the Convention on the Rights of the Child.  You have also watched the film Human Rights.  Keeping all of this in mind, spend 10-15 minutes writing in your journal about human rights.  If you have trouble getting started, try answering these questions.





  • Torture of criminal suspects with the aim of extracting confessions is a routine practice in many countries.  Is there ever a time when this kind of behaviour is justified?
  • Low-paid workers, often children, toil in sweatshops around the world.  How do you think we (in Canada) could best address the problem of worker exploitation?  What is the best way to ensure that companies adhere to a code of labour standards?
  • Who is ultimately responsible for ensuring that human rights are protected around the world?  Does Canada have a responsibility or even a right to intervene in countries where violations are occurring?




  • Recently I read this post in a blog that I follow.

    I wanted to be sure that the information he posted was accurate so I checked for information in a reliable source.

    What do we do now?


    Guillermo E. Rishchynski Permanent Representative of Canada to the United Nations

    Stephen Harper

    Elizabeth May

    When looking for reliable news sources, I would recommend the following:

    • CBC
    • BBC
    • The Guardian (newspaper)
    • Globe and Mail
    • Russia Today
    • Al Jazeera
    There are other sources that are good - just make sure that you check your information against other sources and look for bias and accuracy.  



    Sunday, February 3, 2013

    United Nations Declarations of Rights

    The United Nations has created a Declaration of Human Rights and a Convention on the Rights of the Child.  Choose one human right, and one right of the child. Tell Mrs. Cacciato which you want to look at.  Create a small poster for each of the rights you have chosen.  It should have the following:

    • The right printed large enough that it could be seen across the room.  
    • An illustration using the creative commons that will depict the right in some way.


    What Are We Talking About?



    To be able to discuss what needs to be changed in any kind of educated way, we need to know the correct vocabulary.  Every Monday there will be a quiz on a few of the words in this list.

    ableism
    Discriminatory attitudes or behaviours on the basis of physical or mental ability or disability.

    Aboriginal

    This term refers to all indigenous peoples. In Canada, this includes First Nations, Métis, and Inuit.

    advocacy
    Seeking to influence public policy to redress social injustice for those who are marginalized or otherwise oppressed.  
     
    ageism 
    Stereotyping of and discrimination against individuals or groups because of their age. It is a set of beliefs, attitudes, norms, and values used to justify age based prejudice and discrimination.
      
    ally
    A colloquial term that describes a straight person who supports equal civil rights, gender equality, LGBTQ social movements, and challenges institutional homophobia/transphobia and interpersonal homophobia/transphobia alike.

    antivivisectionism
    Against any experimentation on live animals or surgery conducted for experimental purposes on a living organism, typically animals with a central nervous system, to view living internal structure.



    anthropocentrism
    A
    tendency for human beings to regard themselves as the central and most significant entities in the universe, or the assessment of reality through an exclusively human perspective.

    asexual 
    Lack of sexual attraction or the lack of interest in and desire for sex. Sometimes, it is considered a lack of a sexual orientation.

    bigot
    A person obstinately or intolerantly devoted to his or her own opinions and prejudices, especially one exhibiting intolerance, and animosity toward those of differing beliefs. The predominant usage in modern English refers to persons hostile to those of differing race, ethnicity, nationality, sexual orientation, various mental disorders, or religion.

    bisexuality
    A sexual orientation in which a person is attracted to some members of both sexes to varying degrees.  The prefix "bi" indicates the belief that there are only two sexes or genders.

    child soldier
    A child soldier is anyone under the age of 18 who is part of any kind of armed force in any capacity.  This includes, but is not limited to: cooks, porters, messengers, children recruited or kidnapped for sexual purposes, and combat soldiers.

    cisgender
    This term is borrowed from chemistry and is used to describe individuals whose gender identity and expression aligns with social expectations for their gender assigned at birth.

    civil society
    A situation in which there is uncoerced collective action around shared interests, purposes and values.

    collusion
    An unspoken agreement or cooperation between two or more persons to conspire to allow someone to be robbed of basic human rights.  
     
    colonialism 
    Attitudes, policies, and practices that result in the exploitation or subjugation of a nation or group by a larger or more powerful group. While an understanding of the historical concept of colonialism is important, Social Justice 12 focusses more on the present-day legacy of colonialism and how it is reflected in current policies and practices.

    cultural competence
    An ability to interact effectively with people of different cultures. Competence comprises four components: (a) Awareness of one's own cultural worldview, (b) Attitude towards cultural differences, (c) Knowledge of different cultural practices and  worldviews, and (d) cross-cultural skills. Developing cultural competence results in an ability to understand, communicate with, and effectively interact with people across cultures.

    cultural imperialism 
    Promoting or imposing one culture over another, usually an invading culture over an indigenous culture. In the present day, this bias usually results in a lack of visibility and role models in broadcast media, literature, films, and education resources, but is also pervasive in laws and in societal values and practices. In present-day North America, cultural imperialism is commonly manifested as Eurocentrism, the practice of  viewing the world from a European perspective and the implied belief in the pre-eminence of European concerns and values.  
     
    cultural pluralism

    A term used when smaller groups within a larger society maintain their unique cultural identities, and their values and practices are accepted by the wider culture.

    cultural racism
    A form of racism (that is, a structurally unequal practice) that relies on cultural differences rather than on biological markers of racial "superiority or inferiority". The cultural differences can be real, imagined, or constructed.  
     
    culture
    The distinct ways that people living in different parts of the world classify and represent their experiences, and act creatively.  
     
    culture of peace 
    A set of values, attitudes, modes of behaviour, and ways of life that reject violence and prevent conflicts by tackling their root causes to solve problems through dialogue and negotiation. Included in a culture of peace is the need to:foster a culture of peace through education, promote sustainable economic and social development, promote respect for all human rights,ensure equality between women and men, foster democratic participation, advance understanding and solidarity, etc. 

    denial

    A defense mechanism in which a person is faced with a fact that is too uncomfortable to accept and rejects it instead, insisting that it is not true despite what may be overwhelming evidence.

    dignity
    A term used in moral, ethical, and political discussions to signify that a being has an innate right to respect and ethical treatment.  
     
    discrimination 
    Prejudicial treatment of an individual based solely on their race or membership in a certain socially undesirable group or social category.

    diversity 
    The quality or state of having a make-up of a variety of groups, including but not limited to race, culture, age, sexual orientation, gender identity, size, etc..

    economic imperialism 
    Also known as neocolonialism, the economic dominance of one country or group (e.g., a corporation) over another country or region, resulting in the dominant power having increased control over natural resources, labour forces, and the marketplace.

    economic liberalization
    Economic liberalization is a very broad term that usually refers to fewer government regulations and restrictions in the economy in exchange for greater participation of private entities.
      
    emotive conjugation
    A form of euphemism, in which the word or phrase is intended to produce a heightened emotional response. “Our boys overseas” is an example of emotive conjugation, designed to instill a feeling of empathy and connection with the military.  
     
    empathy
    The capacity to recognise and, to some extent, share feelings (such as sadness or happiness) that are being experienced by another sentient being.

    empowerment 
    This term refers to refers to increasing the spiritual, political, social, or economic strength of individuals and communities.

    entitlement 
    The conscious or unconscious belief held by individuals or groups that they are deserving of particular benefits not equally enjoyed by other sectors of society. 
      
    equality

    It's general premise is that people should be treated as equals on certain dimensions such as religion, politics, economics, social status, and culture. Also known as egalitarianism.

    equity  
    This refers to Canadian policies that require or encourage preferential treatment in employment practices for certain designated groups: women, people with disabilities, Aboriginal peoples, and visible minorities. Employment equity goes beyond mere non-discrimination in requiring these specific groups be targeted for proactive treatment.

    ethics
    A set of concepts or principles that guide people in determining what behaviour helps or harms others; perceptions of right and wrong; the rightness or wrongness of actions, the virtue or vice of the motives that promote them, and the goodness or badness of the consequences of those actions.  
     
    ethnicity 
    Identity with or membership in a particular racial, national, or cultural group having religious, linguistic, and certain other traits in common and the observance of that group's customs, beliefs, and language

    ethnocentrism
    The belief in the inherent superiority of one's own ethnic group or culture and a tendency to view alien groups or cultures from the perspective of one's own.

    fair-mindedness
    The quality of exhibiting characteristics of impartial and unprejudiced judgement.

    feminism 
    A broad term encompassing a range of social and political movements and philosophies concerned with sexual equality and the elimination of discrimination, stereotyping, objectification, and oppression of women and girls. Issues such as voting rights (suffrage), property rights, employment equity, pay equity, education equity, institutionalized sexism, sexual harassment, domestic violence, reproductive rights, and gender inclusive language are all examples of feminist causes.

    gay
    The preferred term for a person who engages in same sex relationships and identifies as a member of this community.  It is preferred above the term "homosexual"  as homosexual has scientific meanings that apply specifically to same sex behaviours and does not consider the person's identities and relationships.

    gender-binary 
    The social construction of gender in most societies in the world where gender is a dichotomy between male and female. Male and female gender expectations, roles, and functions are generally very rigid and the presence of alternate gender constructions are usually denigrated, ignored, or made oblivious.

    gender identity 
    This refers to the gender with which a person identifies (i.e., whether one perceives oneself to be a man, a woman, or describes oneself in some less conventional way), but can also be used to refer to the gender that other people attribute to the individual on the basis of what they know from gender expression indications (e.g., social behaviour, likes and interests, clothing, hair style). Gender identity may be affected by a variety of social structures.

    gender-queer
    Gender Queer can be a term to describe a gender identity that is not encompassed by traditional binary roles of male and female.  This could be a person whose sense of self is the opposite of their perceived gender, such as a Transgendered person who is a “Male to Female” (T to F), or “Female to Male” (F to M).  Additionally, the term can be used for someone who is poorly described by traditional labels, and also not completely described by the term “Transgendered”. Thus, someone whose sense of self is not wholly male or female, but embodies elements of each gender could also be described as Gender Queer.

    genocide
    Any of the following acts committed with the intent to destroy, in whole or in part, a national, ethnical, racial or religious group such as: killing members of the group, causing serious bodily or mental harm to members of the group, deliberately inflicting on members of the group conditions of life calculated to bring about its physical destruction in whole or in part, imposing measures intended to prevent births within the group, and forcibly transferring children of the group to another group.

    globalization
    This refers to the increasing connectivity among countries and regions, including the integration and interdependence within economic, social, technological, cultural, political, and environmental spheres. Globalization is the outcome of many factors such as advanced technology, communication, and economic structures.  
     
    governance

    This relates to decisions that define expectations, grant power, or verify performance.  In business or non profits- governance relates to consistent management, cohesive policies, processes and decision-rights for a given area of responsibility. Global governance is the political interaction of transnational actors aimed at solving problems that affect more than one state or region when there is no power of enforcing compliance.

    harassment
    Repeated, objectionable conduct or comment, directed toward a specific person or persons, with the effect of creating an intimidating, humiliating, hostile, or offensive working or learning environment. Harassment may be physical, verbal, or social.  
     
    hate crime
    Also known as bias-motivated crimes, this is when a perpetrator targets a victim specifically because of her or his race, religion, sex, sexual orientation, mental or physical ability, ethnicity, nationality, age, gender identity, or other characteristic. Hate crimes may also be targeted toward entire groups, such as in the case of religious persecution, ethnic cleansing, or genocide.  
     
    hegemony
    The political dominance of one power over others in a group in which all are supposedly equal; how one group maintains power. In the context of Social Justice 12, hegemony specifically refers to a situation in which a worldview or cultural belief is so dominant in a society that individuals in that society take it as self-evident, and are not even aware that other ways of thinking are valid.  
     
    heterocentrism/heterosexism

    The assumption that heterosexual orientation is better than other sexual orientations and therefore deserving of public acceptance and legal privilege.















    heteronormativity
    The institutions, policies and beliefs that reinforce the rigid categories of male and female as determining our sex, sexual orientation, gender identity, and gender roles in a heterosexual manner.

    homophobia 
    An irrational fear, dislike, or hatred of homosexuality or homosexuals, or of people or behaviours perceived to be homosexual. Homophobia manifests itself as prejudice, discrimination, harassment, and/or acts of violence. Homophobia can exist at personal, institutional, and societal levels. Also transphobia: fear, dislike, or hatred of transgendered or transsexual people.
      
    humanitarianism
    The belief that people’s duty is to promote human welfare, based on the assumption that all human beings deserve respect and dignity and should be treated as such.  
     
    identity
    A sense of self, acceptance, belonging, and citizenship. Identity is understood to be evolving as a result of a number of influences (e.g., migration, media, technology, pluralism). Identity becomes a social justice issue when one group’s identity is diminished (e.g., as a result of cultural imperialism or globalization), or when two or more groups’ identities are in conflict.  
     
    individual racism
    The beliefs attitudes, and actions of individuals that support or perpetuate racism. Individual racism can occur at both an unconscious and conscious level, and can be both active and passive.  

    institutional racism
    Institutionalized Racism is the process of purposely discriminating against certain groups of people through the use of biased laws or practices. Often, institutionalized racism is subtle and manifests itself in seemingly innocuous ways, but its effects are anything but subtle.

    internalized racism
    The phenomenon which occurs when victims of racism, through coercion or conditioning, turn racist attitudes and actions in against themselves or their racial/ethnic group.  For specific examples go to the Re-Evaluation Counseling Communities website.

    intersex 
    A congenital anomaly of the reproductive and sexual system. Intersex people are born with external genitalia, internal reproductive organs, chromosones and/or endocrine systems that include characteristics of both biological genders.

    "-isms" 
    The list of terms ending with "-ism" which represent philosophical, political or moral doctrines or belief systems.

    lesbian 
    The preferred term for a woman who engages in same sex relationships and identifies as a member of this community.

    LGBTQ 
    An acronym for lesbian, gay, bisexual, transgendered and queer or questioning. As a collective term, LGBTQ is also used to avoid specific sexual orientation labels, and to recognize that issues of harassment and discrimination are common to people of all sexual orientations, gender identities and gender expression.   
     
    marginalization
    This is exclusion from full and meaningful participation in society. A form of oppression, marginalization can be experienced at an individual level, a community level, and/or at a policy level. 

    misandry 
    The hatred of men or boys.

    misogyny
    The hatred of women or girls.

    oppression

    This refers to the injustices and disadvantages some individuals or groups suffer as a consequence of intentional or unintentional practices within a society. Oppression can take many forms including, but not limited to, exploitation, marginalization, powerlessness, cultural imperialism, economic imperialism, and violence.

    pansexual 
    One who is attracted to some members of all genders to varying degrees.  The prefix "pan", from the Greek for all, indicates the belief that there are many genders.

    participatory democracy
    When people participate in decision-making and continue to create opportunities for others to get involved.

    power 
    The real or perceived ability or potential to make choices and to bring about significant change in a society or in people’s lives. Power can be based on a dominance of sex, age, race or ethnicity, sexual orientation, mental or physical ability, socioeconomic class, geography, etc. Power can also be conferred on an individual by a group, and can be used for the benefit of others. An inequity of power is one of the most common causes of social injustice.  
     
    prejudice
    prejudice is a prejudgment, an assumption made about someone or something before having adequate knowledge to be able to do so with guaranteed accuracy. The word prejudice is most commonly used to refer to a preconceived judgment toward a people or a person because of race, social class, gender, ethnicity, age, disability, political beliefs, religion, sexual orientation or other personal characteristics. It also means beliefs without knowledge of the facts is most commonly used to refer to a preconceived judgment toward a people or a person because of and may include any unreasonable attitude that is unusually resistant to rational influence.

    privilege
    An entitlement or benefit enjoyed by a person afforded only by inclusion within a small but powerful group or class and not through any achievement, talent, or effort on their part.  Privilege is afforded to this small group only at the disadvantage of others.

    queer
    Originally a pejorative term for gay, now being reclaimed by some gay men, lesbians, bisexuals and transgendered persons as a self-affirming umbrella term.

    questioning
    To be unsure of, or to re-examine one's previously assumed sexual orientation or gender identity.

    race
    A word applied to refer to the assigned six major populations of modern humans, which bear some different physical characteristics but no important genetic differences.

    racial and ethnic identity
     Identification with distinct groups based on characteristics such as physical appearance (particularly color), ancestral heritage, cultural affiliation, cultural history, ethnic classifications, and the social, economic and political needs of a society at a given period of time. Racial categories subsume ethnic groups. For example, the US Census Bureau chooses to recognize six races: White, Black, Latino/Hispanic, Asian, Native and other. When it becomes convenient for the United States government to make a category for a new race, a new race is added. Note: the first categorization of race included only White and Colored. As it became more convenient for those in power to make more categories, more were made. 

    racism
    The belief that the genetic factors which constitute race, ethnicity, or nationality are a primary determinant of human traits and capacities and that ethnic differences produce an inherent superiority of a particular race.
      
    resiliency
    The positive capacity of people to cope with stress and adversity.  
     
    respect
    A positive feeling of esteem for a person of other entity (such as a nation or a religion), and also specific actions and conduct representative of that esteem.

    restorative justice 
    This emphasizes repairing the harm rather than punishing the perpetrator. Restorative justice solutions are usually arrived at via dialogue and co-operation among all affected parties.  It focuses on the needs of victims and offenders, instead of satisfying abstract legal principles or punishing the offender.
     
    rights
    Legal, social, or ethical principles of freedom or entitlement; that is the fundamental normative rules about what is allowed of people or owed to people, according to some  legal system, social convention, or ethical theory.

    sex 
    The biological determination of female or male.

    sexism
    The belief or attitude that one sex is inherently superior to, more competent than, or more valuable than the other. It can also include this type of discrimination in regards to gender. Sexism primarily involves hatred of, or prejudice towards, either sex as a whole or the application of stereotypes of masculinity in relation to men, or of femininity in relation to women.

    sexual orientation 
    This refers to a person’s feelings of sexual or romantic attraction. There are many labels that individuals use to describe their sexual orientation, including, but not limited to, lesbian, gay, bisexual, straight, and pansexual. Concepts of and terminology for sexual orientation vary from culture to culture and have evolved over time.  
     
    sizism
    A form of discrimination based upon the size of a person's body.  
     
    social justice 
    The full participation and inclusion of all people in society, together with the promotion and protection of their legal, civil, and human rights. The aim of social justice—to achieve a just and equitable society where all share in the prosperity of that society—is pursued by individuals and groups through collaborative social action.  
     
    social safety net
    Non-contributory transfer programs seeking to prevent the poor or those vulnerable to shocks and poverty from falling below a certain poverty level. Safety net programs can be provided by the public sector (the state and aid donors) or by the private sector (NGOs, private firms, charities, and informal household transfers).  
     
    society 
    A population of humans characterized by patterns of relationships between individuals that share a distinctive culture and/or institutions.

    speciesism
    Assigning different values or rights to beings on the basis of their species membership. Speciesism is manifested both on a universal level (i.e., the belief that humans have intrinsic rights over all animals—see anthropocentrism) and in categorizing groups of animals (e.g., some animals are for food, some are to be used as tools, some are for entertainment, some are for companionship). The concept of speciesism is used mostly in relation to animal rights advocacy.  
     
    stereotype
    Preconceived notions about a person or group of people based on their characteristics such as their sex, age, sexual orientation, ethnicity, religion, or physical or mental ability.

    stewardship 
    This is an ethic that emphasizes co-operative planning and management of resources in the interest of long-term sustainability. This ethic is most commonly manifested as environmental stewardship, focussing on the responsible management of natural resources to ensure that they are available for current and future generations. 

    structural racism 
    Structural racism/racialization refers to a system of social structures that produces cumulative, durable, race-based inequalities. It is also a method of analysis that is used to examine how historical legacies, individuals, structures, and institutions work interactively to distribute material and symbolic advantages and disadvantages along racial lines.

    systemic analysis
    A technique of social analysis and an approach to understanding a situation or reality of injustice. Systemic analysis focusses on analysing the roles of institutions (e.g., legal, education, media), infrastructures, and belief systems within a society that may or may not create unjust situations. It shifts the focus from individuals and their personal experiences to social dynamics of power imbalance, exclusion, marginalization, etc. 

    systemic change
    Looks at the 'whole' and how the parts impact on each other. Coordinates and makes adjustments to the system to achieve shared goals.

    transformation
    Long-term broad social change.

    transformational leadership
    A philosophy of social change that focusses less on short-term goals and more on broader social change and higher order intrinsic needs. Under transformational leadership, group members work together in a setting that inspires the individuals in that group to work toward a common good.  
     
    transformational practice
    Practice that focuses on broader social change and higher order intrinsic need.

    transgender
    Pertaining to someone who does not identify with conventional categories of male or female, but combines elements of both or moves between the two; sometimes used as a general, inclusive term, and sometimes as synonymous with or opposed to more specific terms such as transsexual, transvestite etc.  
     
    transphobia
    The irrational fear and hatred of all individuals who transgress, violate or blur the dominant gender categories in a given society.  Transphobic attitudes can lead to discrimination, violence and oppression against all members of the queer community, not just gender non-conforming individuals.


    transsexual
    A person whose gender self-image contradicts with the physical gender he/she was born with; one who lives as a different gender than was assigned at birth and has changed or is in the process of changing his/her physical sex by undergoing medical treatment such as hormone replacement therapy (HRT) and/or sex reassignment surgery (SRS).  

    transvestite
    A person who dresses and acts in a style or manner traditionally associated with the opposite sex and is unrelated to sexual orientation or gender identity.

    two-spirit
    A modern term for a traditional North American Aboriginal (First Nations, Inuit, Native American and Metis) concept implying a masculine spirit and a feminine spirit in the same body. Two-spirited individuals were found in many, but not all, pre-contact Aboriginal communities, and played important societal and spiritual roles within their communities. Their social function varied from nation to nation.  In many clans or communities, the presence of a person of two-spirits would raise the status of the clan.  The concept of a person of two-spirits is not present in all Aboriginal communities.
     
    Universal Declaration of Human Rights
    The Universal Declaration of Human Rights (UDHR) was adopted by the United Nations General Assembly in 1948, partly in response to the atrocities of World War II.

    violence
    Extreme force; action intended to cause destruction, pain, or suffering; widespread fighting; injustice, wrong.

    white privilege 
    In critical race theory, a way of conceptualizing racial inequalities that focuses as much on the advantages that white people accrue from society as on the disadvantages that non-white people experience.

    womyn
    The feminist spelling of the word "women" so as not to contain the word "men".

    worth  
    The measure of value