Although the model minority myth may seem like a positive representation of the Asian community, it fails to acknowledge the darker side of constant perfection
The model minority myth paints Asians as highly successful individuals due to their innate intellect. However, is their intelligence truly innate or does the pressure of conformity cause the Asian community to succeed in this standard? Society tends to view this community as perfect individuals that all racialized people should aspire to be.
However, is their intelligence truly innate, or does the pressure of conformity cause the Asian community to succeed in this standard?
However, the conceptualization of the Asian community as a "superior" minority group also isolates them from the broader racialized population.
This narrative has also been perpetuated in television as it reflects how society views Asians compared to other racialized individuals. For example, The Proud Family episode titled "Teacher's Pet" explicitly perpetuates this narrative that all Asians are high achievers with innate intelligence.
The model minority construct places the Asian community within a confined box where there is immense pressure to achieve success. Then to ensure success, Asian cultures tends to prioritize nurturing their child's intelligence, though sometimes to the detriment of other aspects of their lives, including their mental health.
Just as in any other community, there are those within the Asian community who may struggle in STEM-related subjects, while others may have challenges with the arts. However, for this community in particular, failure to live up to this myth can cause a disconnect between an individual's actual self, and ideal self, in turn further degrading their mental health as they may feel like they are not living up to their potential. Furthermore, to achieve this standard set forth by the model minority myth, people hide the areas they struggle in which leads to neglected mental health.
The model minority construct enacts harsher consequences on outliers, inducing stigma around mental health that prevents the Asian community from accessing the support they need. Additionally, this construct limits appropriate support for Asians as society sees their success and not their struggles. Why would an intelligent and successful population require support?
We also tend to overlook the socioeconomic barriers Asians face, hindering their ability to achieve the model minority construct.
The model minority construct especially can impact Asian individuals who experience adverse circumstances beyond their control; they are still expected to perform as well as their peers, or better, as the pressure to achieve perfection remains constant, even at the cost of their mental health. Success is the only option, leading their needs to be overlooked as society fails to see beyond the model minority myth.
However, by acknowledging that this myth often does more harm than good, we can work towards rewriting the dominant narrative and creating a safe space for people to relieve the pressures of perfection.
The Proud Family reboot, The Proud Family: Louder and Prouder, aired "Curved," an episode paralleling "Teacher's Pet." During the lunchroom scene, Penny frantically asks the Chang Triplets to join the debate club, thereby perpetuating the dominant narrative. As Penny is desperate to win the debate competition, it is implied that Asian individuals will give her the best chance of succeeding due to their intellectual superiority.
However, as we grow more aware of the dominant narrative, we learn to resist it. "Curved" demonstrates this as the Triplets confront Penny about perpetuating the model minority construct. Rejecting Penny's requests demonstrates that each triplet holds interests beyond stereotypically academic activities associated with the model minority ideals, reinforcing that society should recognize individuality rather than the stereotype.
Similarly, we can resist the dominant narrative by confronting and educating those perpetuating it. Creating alternative narratives that showcase contrast to the dominant narrative creates opportunities for society to change its perception of Western constructs.
By acknowledging that this myth often does more harm than good, we are working towards rewriting the dominant narrative and creating a safe space for people to relieve the pressures of perfection. By allowing the Asian community to explore their interests and be who they truly are as opposed to what society expects them to be, it also opens the conversation on mental health and accessing support.
By: Nicolas Belliveau
The news in November 2018 that Doug Ford and his provincial government were ceasing the project to build a French-language university in Toronto and eliminating the position of the provincial commissioner for French language affairs was met with backlash.
However, situations like these aren’t novel. French education and culture have been the target of marginalization for hundreds of years. Ford adds to this long list of discriminatory acts, as his decision to cut services and protections to Franco-Ontarians has underlying anti-francophone sentiment and is a violation of minority language rights in Canada.
But why should we care about this? After all, with just over 620,000 people, the French-speaking community in Ontario makes up just 4.5 per cent of its total population.
Growing up French-Canadian in Ontario, practicing and maintaining the language my ancestors tirelessly fought to preserve has proven difficult. Additionally, the limited number of French secondary schools meant that I had to enroll at an English secondary school — adding to the challenge of keeping my mother tongue.
However, Francophones are still Canada’s largest minority with Ontario home to the most populous French-speaking community outside of Quebec. But most importantly, the French language is a right that is protected by the Constitution and language laws.
This didn’t come easily. Throughout all of Canada’s history, francophones have fought for the right to French education and with Ford’s new agenda, the battle appears to be ongoing.
Merely a century ago, the provincial government passed and enforced Regulation 17 throughout Ontario, which restricted the teachings in French beyond grade 2 and limited French teachings to one hour per day in primary schools. After 15 years of enforcement and prohibiting a whole generation from learning French, the law was finally repealed in 1927.
By ending the project for the development of a French university, Ford is reopening a door into the past that most French-Canadians thought was over. The ideology that once disregarded Franco-Ontarians’ identity and equality is now resurfacing, under the new disguise of Ford’s policies.
And what is Ford’s reasoning behind these radical changes? Although Ford has yet to comment on the matter, government officials have cited the province’s $15 billion deficit as being the motivation for these cost-cutting actions.
However, the cost for the French Language Services Commissioner and the university tally up to a total of just $15 million per year. And as of now, Ford’s government has yet to meet the targeted amount of savings, leaving experts to question whether a thorough program review was carried out.
When looking at these realities, it is hard to believe the government’s narrative of the provincial deficit being the sole incentive for premier Ford’s changes, and not worry about an anti-francophone sentiment underlying Ford’s fiscal agenda.
What’s more unsettling is that Ford’s new policy changes cuts into Canada’s Constitution and the protections and rights of French-Canadians.
The functions of a language commissioner prove to be essential in promoting and protecting a language. Not only do they monitor the government for any infringements upon minority language rights, the French language commissioner acts as a liaison between the provincial government and Franco-Ontarians.
By getting rid of the French Language Services Commissioner, Ford is destabilizing the rights and protections of minority francophones and undermining the institutions that promote one of the ‘supposed’ official languages of this country.
I acknowledge that Ontario is already home to three bilingual universities and that the francophone minorities account for just 4.5 per cent of Ontario’s population. Additionally, I acknowledged that the Ford government has created the position of senior policy adviser on francophone affairs following the elimination of the French Language Services Commissioner.
The realities of the mistreatment of francophones throughout history along with the benefits of the French services and protections that Ford is eliminating would make it illogical for one to not consider this as anti-francophone sentiment. To be idle while the government carelessly partakes in these divisive political tactics is a disservice to our ancestors and to all minorities.
[thesil_related_posts_sc]Related Posts[/thesil_related_posts_sc]
[feather_share show="twitter, google_plus, facebook, reddit, tumblr" hide="pinterest, linkedin, mail"]
Before we concluded our interview, Hannah Martin shared a poem from the late Mik’maq poet and songwriter Rita Joe.
“I am the Indian/And the burden/Lies yet with me.”
Martin, too, is Mik’maq. As a First Nations person, and a member of the McMaster Indigenous Student Community Alliance, she personally identified that burden as a distinct responsibility to educate, and to make real the long history of the overlooked injustices of indigenous people across Canada.
The federal government’s work in addressing the issues faced by Indigenous communities across Canada has largely been seen as inadequate. The 2015 Truth and Reconciliation commission pointed out the failure to meet proper Indigenous curriculum standards throughout the country. Education on Indigenous culture, as well as the historical atrocities committed against Indigenous peoples, is only recommended and not mandatory in the public education system, even in a time where residential school survivors and victims of the Sixties Scoop — the practice of taking Indigenous children from their families and putting them in the foster care system — are still facing the repercussions of these tragedies.
Martin and her colleagues are frustrated, but also deeply driven to promote dialogue around MISCA’s latest initiative: mandatory Indigenous courses at McMaster University.
The petition
The Change.org petition was drafted by the student community association as a means of addressing the gaps in Indigenous awareness and education. Similar student movements have been successful at implementing an undergraduate Indigenous studies credit requirement at both Lakehead University and the University of Winnipeg. Preliminary discussions among the faculty of Indigenous studies have already begun taking place.
“I think a lot of what is wrong with Indigenous relations in this country is that it has been simplified for people.”
MISCA’s petition is calling for the implementation of mandatory Indigenous courses in recognition of the University’s location on historical Haudenosaunee land. The association also considers it an integral part of the reconciliation process recommended by the Truth and Reconciliation Council’s Calls to Action.
Educational structure
The logistics of implementing a required Indigenous studies credit have yet to be worked out by the University, the Faculty of Indigenous studies and MISCA’s members. While the latter two are looking to the University of Winnipeg and Lakehead University for guidance, the requirement will only begin for students enrolling in the 2016 fall school year, so the results remain to be seen.
In Winnipeg, students will be able to choose from a list of three-credit courses spanning across departments that will fulfill the requirement. Lakehead has offered a similarly flexible approach, as there is a significant number of pre-existing courses that have a minimum of 18 hours of content related to Indigenous issues ranging across different departments. Lakehead has explicitly committed to adding no additional costs for the students that need to fulfill this requirement.
Both universities have pushed themselves away from the implementation of a mass, one-size-fits-all course, and similar attitudes have been shared by members of MISCA and the Faculty of Indigenous studies.
McMaster’s Indigenous Studies’ Academic Director Dr. Rick Monture identified several concerns with the implementation of mandatory Indigenous courses. Monture said that the discussions have only begun to take place, and it is too early to tell where the additional resources needed to provide a greater range of Indigenous courses for different faculties could come from. Furthermore, the faculty is weary of potential tensions that could arise by making Indigenous studies a mandatory academic components, and wants to avoid creating potentially detrimental learning environments. While Monture and his colleagues are happy to be discussing the possibilities of this initiative with the University, he personally recognizes the difficulty of working with professors’ academic freedom and the limited scope of their own expertise.
“I think that sort of points to a big issue of people thinking that teaching Indigenous stuff is simple and that it’s kind of an easy fix to a big, big problem that’s been festering or has been in process for several decades now. How do you untangle all of that complex history, Canadian history and political history and social history, again, into a three unit course? Yeah, any little bit would help but I don’t want people who would be leaving that course to think that they understand these things now because I think a lot of what is wrong with Indigenous relations in this country is that it has been simplified for people,” stated Monture.
“The media has simplified things, elementary and secondary and post-secondary curriculum pays very little attention to Indigenous stuff so people don’t think that there is anything they really need to know … When you present them with something more complex, it confuses people, so we need to be very thoughtful of how we move forward with this.”
Despite the pragmatic difficulties, members of MISCA are still confident that Indigenous applications have the potential to be valuable for a wide range of disciplines under a more faculty-oriented model.
Last week, the Global Engineering Conference included a presentation from MISCA with a guest speaker that addressed the need for developers to speak with Indigenous peoples across the world about matters of land. Earlier this year, an Indigenous Health Conference united Health Sciences students and professionals to discuss some of the unique health challenges that face Indigenous communities.
“It’s my responsibility to carry that knowledge on to make sure no one forgets that it’s happened. That’s like the greatest fear of our people … we’re not mad, we just want people to be aware of what happened, we want people to be aware of the truth.”
The petition has been received with mixed receptions from the student body, but as current MISCA Secretary Treasurer Gail Jamieson explained, the lack of knowledge that has come up time and time again in conversation has only led to the group believing more needs to be done to educate more people about these issues.
“Every city has people with addictions, but it’s funny how non-Natives will point at you, and point out everything wrong in the community, and not ask … why has this happened. I think education is a really big part of that. You can’t help anybody or support anybody unless you know why, and I think Canada really has to look at that,” explained Gail.
Three-year-long MISCA member Evan Jamieson-Eckel explained that individuals would often object to the notion of increased Indigenous education, largely pointing at a variety of real and stereotypical associations with Indigenous culture and contemporary issues. He said that the importance of this history is for all Treaty peoples, which explicitly includes non-Indigenous individuals.
“Even when treaties are being brought up, it’s not like we want these things for ourselves. The treaties are between native nations and Canada. That’s everyone, everyone is a treaty person that’s one thing you’ll hear a lot too. That’s what people need to realise too. We’re all in this together right? And that’s what we’re trying to push. We can’t get to the point of reconciliation without looking at the past and learning from it and how to best move forward with that information.”
The grade school gap
Still, the necessity of mandatory Indigenous education at the post-secondary level ultimately stems from a lack of mandatory curriculum at the grade school level. MISCA has officially supported and began to circulate a petition started by KAIROS, a human rights advocacy group, that demands more vigorous implementation of age appropriate K-12 Indigenous education in accordance to the Truth and Reconciliation Commission’s Call to Action 63. The curriculum would include studies of residential schools, Treaties, and contemporary and historical Indigenous contributions to the country.
“Maybe eventually it wouldn’t have to be mandatory once all these ones that have been taught in public school catch up to your university grade and maybe more people would love that subject and want to learn more and want to take it when they are in university as an elective. But for now, I think it has to be mandatory because there has been a lack that the government has done, and they’ve lied about the true history of Canada,” explained Jamieson.
Encouraging dialogue
While it is highly unlikely that a single, three unit course could be a satisfactory means of implementing this mandate, advocates will need to carefully look to Lakehead University and the University of Winnipeg more integrated model in the coming school years to evaluate the pre-existing models.
Nonetheless, the logistical complications should not prevent serious consideration about the state of Indigenous education in post-secondary institutions and especially grade schools where this part of Canadian culture and history is actively overlooked.
Despite the frustration, and despite the determination to promote this initiative, time and time again, the members of MISCA showed that above all else, they want to be heard. They were ready for both constructive input, criticisms and concerns, but they are also bracing themselves for outrage, confusion and outright rejection.
Hannah Martin left with a final anecdote about the personal responsibility she feels to her people and culture, and Canadian society as a whole.
“It’s my responsibility to carry that knowledge on to make sure no one forgets that it’s happened. That’s like the greatest fear of our people … we’re not mad, we just want people to be aware of what happened, we want people to be aware of the truth. It’s a huge responsibility for us to try to educate people every single day, and that’s a responsibility I carry with me every day and I will until I die.”
[thesil_related_posts_sc]Related Posts[/thesil_related_posts_sc]
[adrotate banner="16"]
[feather_share show="twitter, google_plus, facebook, reddit, tumblr" hide="pinterest, linkedin, mail"]
By: Helene Caron
The tragic events in Paris had many frantically looking for friends and family currently in the cité des lumières and prompted a number of us to post “Je suis Paris” on our Facebook page out of solidarity. However, our links with France may be much closer than we think and I’m not referring to the latest events. I’m going way, way back. In early 17th century, Samuel de Champlain officially met a Huron-Wendaat chief in Toanché (now Penetanguishene).
Did you know that 2015 marked the 400th anniversary of French presence in Ontario, with celebrations happening throughout the province? And that Hamilton is an officially designated bilingual city with many francophone community organizations? If you didn’t, don’t feel bad. I moved here from Montréal in 1996 and I didn’t know either. A brief Google search at the time yielded very little on the French community whereabouts in Hamilton and I went on with my life until, one fateful day in 2002, I walked downtown Hamilton and saw a French-written sign in a window. Seconds later, I was chatting with Claudette Mikelsons, now president of Collège Boréal in Hamilton. “Oh yes, there is quite a large French-speaking contingent in Hamilton and area,” she told me. According to ACFO-Régionale Hamilton’s current website, about 45,000 people speak French in our area. “Quoi? But where are they?” I asked, stunned. Outside my workplace, there wasn’t a speck of French — many would lovingly try, but there was no French connection there.
Believe me, I wanted and needed to connect with French-speakers in Hamilton; I felt like assimilation had wrapped its fingers around my neck. Without kids and not being a church-goer (schools and churches are recognizable institutions within the community), I somehow fell in a Frenchless vacuum until that day in 2002. That chance encounter led me to understand the breadth of the greatest issue facing French Canadians outside Québec: invisibility. Franco-Ontarians are a minorité invisible. We don’t look different and heck, many of us don’t even sound different.
The community is not visible in mainstream English media either, even if French is this country’s second official language. Kudos to CFMU (I started the “French Toast” radio show there in 2010) and The Sil for taking a national leadership role and willingly offering a space where we can talk about all things French. Take note, Spectator and other mainstream media.
Anyway, after my encounter with Claudette, I started volunteering on the Board of Centre Français, which organizes fun and entertaining cultural events in French in Hamilton. By getting involved, I met dynamic French-speaking people who wanted to contribute to our city’s vitality by ensuring French cultures’ (yes, there are many French cultures even in Steel Town) solid and vibrant place in an inclusive manner.
I help organize the logistics for Mac-O Franco Ontario, an event about the rich cultural heritage of French presence in Ontario that will involve just under 200 McMaster students. They will showcase a wide range of French-Ontarian heritage aspects on Dec. 7 in the student centre’s Marketplace area, from 10 a.m. to 3 p.m. Seven francophone community organizations will also be there to talk about the services they offer in addition to interacting with McMaster students.
Finally, one last reminder – our heritage unites us all one way or another. Nous sommes Paris. Nous sommes Franco-Ontariennes et Franco-Ontariens.
[thesil_related_posts_sc]Related Posts[/thesil_related_posts_sc]
