Mari Matsuda (1991): Ask the other question: The interconnection of all forms of subordination
“Working in coalition forces us to look for both the obvious and the non-obvious relationships of domination, and, as we have done this, we have come to see that no form of subordination ever stands alone.” (p. 1189) Beside my sister, Facing the enemy: Legal theory out of coalition, Stanford Law Review, 43(6): 1183-1192.
Delia
As we embark on a new term, we find ourselves in a time of heightened hostilities, anxieties, and backlash against EDI, anti-racism, LGBTQIA+ rights, and gender diversity.
Critical race scholar, Mari Matsuda’s crucial observations about all forms of subordination frame this month’s conversation, which is “thinking through” domination, and the relationship between equity, and anti-racism in social justice work.
Kagowa Kuruneri, Director of the Office of Equity, Access, and Participation at Rady and I will be “thinking through” these relationships in a series of blogs.
EDI (a successor to employment equity) has typically had much greater visibility in Canadian universities than anti-racism… Relegated to the margins, in Canadian post-secondary institutions racism has often been ‘an unspeakable thing unspoken’ to paraphrase Toni Morrison (1988).
There are many reasons for EDI’s prominence – some of which include the white settler colonial structure and culture of post-secondary institutions and the under-representation of diverse Black, Indigenous, and racialized minority folx as faculty and senior leaders. There is also the matter of the profound knowledge gap regarding the meaning and significance of race and racism. The knowledge gap means that the work necessary to disrupt/eliminate the various barriers/social relations/attitudes/practices that promote and/or sustain racial inequality, and the damage of racism(s) have not been taken up.
There is also the issue of language – the terms equity, diversity, and inclusion are ‘gentle’/neutral and ambiguous terms. They may signal absences and inequalities, but the systemic nature of these disparities is not explicitly named. For example, diversity talk has often been descriptive with a focus on representation. It does not challenge or address injustice, or structural and historical disadvantage, it does not suggest changing institutional values, norms or practices. Diversity therefore becomes whatever an organization wants it to be – we talk about ‘celebrating diversity,’ but how does diversity talk challenge or address structural exclusion, selective inclusion and questions of injustice?
Language matters
Equity for whom?
In Canadian universities, despite 30 years of effort to address systemic barriers, equity has essentially meant gender equity, with the majority of hires being white, able-bodied women. As a result, these institutions remain overwhelmingly white in terms of administration, faculty, curriculum, and culture.
Equity – What’s race got to do with it? What about racial equity? What about systemic racism(s)?
Similar to the rationale behind the creation of the Disruption of All Forms of Racism Policy, the explicit coupling of race with equity speaks to the need to address the enduring racial disparities and racial harms that have not been substantively dismantled via broad based EDI frameworks and strategies. The prioritization of race is important because racism is entrenched in our day-to-day lives both in and outside of the university.
As long the impact of racisms continues to be marginalized/ignored/denied interpersonal and social relations will be compromised, talent will be lost and Indigenous, Black, and racialized minority peoples will continue to suffer trauma and harm. So, if we are to understand the full effects of racism, our approaches/practices – and language – must adapt so that we can avoid oversimplification/erasure/silence.
Given that the challenges we face are multifaceted, requiring multiple approaches and strategies, we think about equity and anti-racism as a both/and proposition….
Kagowa
Equity & Anti-Racism: Charting a Course for Systemic Change at Rady Faculty of Health Sciences
Higher education institutions across Canada are increasingly focused on equity, diversity, and inclusion (EDI). In the Rady Faculty of Health Sciences, we are committed to disentangling the complicated interrelationship that exists between equity work and anti-racism work. This series aims to engage in a thoughtful discussion, reflection, and action as we continue to strive to make a more just and inclusive learning and working environment for everyone. A central tenet of this conversation is recognizing the importance of clear terminology. Although we often use equity and anti-racism interchangeably, anti-racism is not interchangeable with equity, but rather a key component within wider equity efforts.
Defining Our Terms: Equity & Anti-Racism
Equity goes beyond equal opportunity. It’s recognizing that systemic barriers exist and taking active steps to erase them – with equitable outcomes for all. It requires attention to historical disadvantage and acknowledging the way that past injustices continue to shape the present. Anti-racism, on the other hand, is a particular set of actions to eliminate racism in all its different manifestations, including personal bias, systemic inequality, and unfair institutional practices. It’s not enough to just “not be racist”; it necessitates actively recognizing, challenging, and dismantling the systems that uphold racial inequality.
It is the conflict implicit in these definitions that we need to recognize. Equity and anti-racism are both needed for a genuinely just society, but they work at different levels and have different strategies. While anti-racist work can be considered equity, not all equity is anti-racist work. The heart of this separation – the explicit emphasis on race and racial injustice in anti-racism – is where our most essential discussions are needed.
The Historical Context: Equity Work & the Limits of EDI
Within Canadian universities, initiatives focused on equity, diversity, and inclusion often receive significantly more visibility than dedicated anti-racism efforts. Historically, employment equity policies – the precursors to current EDI frameworks – were designed primarily around gender representation. While crucial for addressing gender imbalances, these initiatives often fall short of tackling systemic racism directly. As Dr. Douglas has also referenced, and as Toni Morrison powerfully articulated in Unspeakable Things Unspoken, race, racism, and racial inequity have often been ‘unspeakable things left unspoken’ within post-secondary institutions across not only America, but Canada as well. This legacy continues to shape our conversations today. While Morrison’s insights are rooted in African-American experiences, this sentiment is applicable to a Canadian context. We need to critically examine how this silence has limited our ability to address racism effectively and ensure meaningful progress for Indigenous, Black, and racialized minority communities.
The University’s Role: Beyond Performative Allyship
Universities are not neutral spaces; they contribute to both the problem of inequality and hold significant potential as agents of change. From admissions criteria to funding models, our institutions often perpetuate systemic barriers that limit access and opportunity for marginalized groups. So, we have a responsibility to actively dismantle these barriers through inclusive pedagogy, equitable practices, and supportive policies.
At Rady, our commitment to creating a more just and equitable community involves moving beyond symbolic gestures towards substantive change. Our strategic plan emphasizes “empowering learners” through interprofessional education – focusing on curricular development. While a step in the right direction, this commitment must extend beyond the classroom to encompass learner participation within that space—ensuring a free-from-mistreatment environment where students feel supported in speaking up and are consistently believed when they do. It’s not enough to have sound policies and procedures, we require mechanisms in place that support and enforce these. They need to be effective.
We have also committed to “Fostering a Vibrant Community” through common core competencies in social justice, anti-racism, ableism, and anti-oppressive practices for all faculty and staff. Crucially, these commitments remain largely aspirational at this stage – definitive processes and actions are still under development over the next 6 to 18 months. There is scope for these initiatives to expand, particularly in ways that directly support learners and create a more inclusive environment for students from diverse backgrounds.
Conclusion & A Call to Collective Action
Equality and anti-racism are two sides of the same coin and a necessary step towards achieving an all-inclusive and truly just environment within the university. As we move forward, it is important to critically reflect on our own assumptions, have open discussions, and take action to support equity efforts at the University of Manitoba. Such change will be difficult, but together, we can work collectively, remain committed, and be willing to disrupt the status quo so that we can create a more just future for all members of our community.
To be continued….
Resources:
Simon Blanchette (August 18, 2025). The Conversation. Rebranding equity as ‘belonging’ won’t advance justice its DEI rollback in disguise
Toni Morrison (1988). Unspeakable things unspoken: The Afro-American presence in literature. The Tanner lectures on human values. University of Michigan.