Passings: Gabriele Scardellato

passings

The following was written in collaboration by Professor Emeritus Roberto Perin and Associate Professor Gabriella Colussi-Arthur.

“A generous, welcoming and good-humoured man.” “Gentle, discreet and deeply dedicated to his work and family.” These are just two of the testimonials from friends and students to Professor Gabriele Scardellato who died on Aug. 8 after a brief and sudden illness.

Gabriele Scardellato

Born in Treviso, Italy, a city close to Venice, Scardellato immigrated as a child with his family to Powell River, a pulp and paper town just north of Vancouver. As many immigrant children who contributed to the family economy, he took a job at age 13 in a bakery and then in a grocery store. To pay for his university studies, he worked summers at the pulp mill. He went on to complete a master’s degree at the University of Birmingham and a doctorate at the University of British Columbia in medieval history.

With a contract from Library and Archives Canada, Scardellato compiled an inventory of documents of Canadian interest for the early modern period contained in the Vatican Apostolic Archive in Rome (VAAR). As the VAAR was only open mornings, afternoons were spent at the Canadian Academic Centre in Italy (CACI) and were happily interrupted at 4 p.m. by a mandatory double espresso break at the local coffee bar. Occasionally there would be time for a meal at Settimio all’Arancio, a family-run trattoria close by Palazzo Cardelli where CACI was housed. It was there that his gradual transformation from a medievalist to an immigration specialist was effected.

Soon, Toronto beckoned with a position at the Multicultural History Society of Ontario (MHSO) as resource and publications specialist. In that capacity, he produced two valuable guides: the first to the Society’s oral history collections; and, the second to works published in the area of Canadian immigration history. He was also a valued member of the editorial board of the MHSO’s Encyclopedia of Canada’s Peoples (UTP, 1999.)

Ever resourceful, when financial exigency forced the Society to scale back its operations, he sought and found new opportunities, acting as consultant to national museums and research centres. He also assumed the editorship of Ontario History for which he later received the Cruikshank Medal “presented on rare occasions to individuals who have performed with distinction on behalf of The Ontario Historical Society.” It was then too that he began teaching in the Italian Studies Department, University of Toronto. A talented photographer with impressive IT know-how, he provided the images and designed the website Places of Worship in West Toronto.

The most productive period of his life began in 2008 when he obtained a tenure-track position in the Department of Languages, Literatures and Linguistics at York University, followed by promotion to associate professor three years later. He was finally free to pursue his academic interests unencumbered by outside obligations. As the holder of the Mariano A. Elia Chair in Italian Canadian Studies, he obtained a major grant from the federal government’s Community Historical Recognition Programme to finance a full-length documentary on Canada’s internment of Italians during the Second World War. Titled The Italian Question, the film premiered at the Royal Ontario Museum in 2012. Two other documentaries on Italian immigrants, Saturnia and Noelle’s Journey, were supported by grants from his Chair.

“Gabriele Scardellato made many valuable contributions during his time as Chairholder of the Mariano A. Elia Chair in Italian-Canadian Studies at York University,” reads a statement from the Elia family: Valerie Elia, Paul Elia, Noelle Elia and Rochelle Zorzi. “Gabriele was instrumental in the making of Noelle’s Journey, a film that centred on Noelle Elia’s remembrances of her grandfather, Mariano Elia, and of Franco Grosso, another Italian immigrant. Two men from Calabria, who in different ways found success in their adopted land. Gabriele worked with Noelle to facilitate the move of Grosso’s popcorn cart into the Museum of History in Ottawa. Noelle’s Journey is a film that has importance beyond these two men because the topic of immigration has become ever more timely.

“For many who saw the film, the history of discrimination against Italians that he documented was surprising, even shocking, and Gabriele was passionate in making sure we remembered it. Thanks to Gabriele, the message was heard by all who viewed the film and was, for us, a powerful message.”

Scardellato was also the mastermind behind the Italian Canadian Archives Project (icap.ca), a national network of scholars, archivists and community organizers that collects, stores and shares historical material through community outreach, education and annual conferences in different parts of Canada.

He published widely, notably a co-authored book, Lawrence Grassi from Piedmont to the Rocky Mountains (UTP, 2015), on the famous mountain climber who opened up trails to nature lovers in the Rockies in the interwar years. To interpret more fully the internment story, he made groundbreaking use of photographs taken at the time in the camps. Italian Foodways Worldwide, which he co-edited and has just been published, should tap into the public’s keen interest in Italian cuisine(s). Left unfinished, unfortunately, is his most recent research on Charles-Honoré Catelli, the 19th century founder of the Catelli Pasta Company.

Scardellato gave countless papers at conferences in North and South America, as well as Europe. He also organized conferences and community events at York University with a variety of community partners, such as the Istituto Italiano di Cultura, the City of Vaughan and the Columbus Centre. In teaching, not only was he principal instructor in two cornerstone Italian Canadian Studies courses – “Migration, Immigration and Beyond: Italians in North America” and “Saints’ Lives and Black Madonnas: The Literary and Cultural Experience of Italian Canadians” – but he also oversaw important graduate scholarships and supervised graduate students in history. Among members of the scholarly and Italian Canadian community, including the Elia family, he was highly regarded and respected.

A man of many skills, he performed with the love and dedication of a true craftsman those of gardener, cabinet maker, cook, copy editor and typesetter, as well as those mentioned above. He had a loyal following among undergraduate and graduate students who valued his unassuming nature, dry wit, quiet charm and empathy. He was a devoted husband to Kathy, father to Matteo and Stephanie, and nonno to Rosalie and Camilla.

History in Practice website provides instructors with resources on critical perspectives of mental health

Due to the impacts of vast changes in our lives from COVID-19, York University course instructors may be thinking about connecting with mental health in their teaching this year. For this, the online source History in Practice (HiP) offers a terrific starting point.

“The fact that we present mental health from the perspective of those who experience mental health differences makes HiP different from the other existing resources in this area,” said Megan J. Davies, an associate professor in the Department of Social Science and HiP website guardian. “It allows us to expand on academic understandings of the subject.

Megan J. Davies
Megan J. Davies

“We’re less concerned with labels and diagnoses, and more focused on factors such as living conditions, community supports and advocacy.”

Using a bank of research data from a seven-year Canadian Institutes of Health and Research (CIHR)-funded national project on the history of de-institutionalization and taking direction from a group of people with lived experience of mental health, HiP brings the power of real-life stories into the learning experience.

Referred to as mental health “artefacts” on the HiP website, these anecdotes provide useful past and present perspectives, which allude to a variety of political and societal contexts.

When used to frame the academic understanding of mental health issues, the stories are not meant to simply foster empathy. Instead, HiP aims to inform these feelings of compassion by taking the time to properly illustrate the details of each situation, painting vivid pictures of survivors as individuals with rich life histories.

For instructors who hope to explore these mental health artefacts, the process is quite simple. The website features a detailed breakdown of the support provided, ranging from topic-focused modules and learning objectives, to thorough assessments of the subjects and/or contexts being covered. Its design also includes a search engine that allows instructors to quickly find what they’re looking for based on specific issues, teaching methods, academic fields and levels of study.

As the transition to the remote classroom continues, addressing and acknowledging the mental hurdles of the COVID-19 pandemic could become a staple in certain disciplines. The shift in teaching strategies could create a potential launching pad for important discussions that have gone long overdue.

 This “artefact” includes a three-minute puppet show produced by one of the History in Practice community experts.
This “artefact” includes a three-minute puppet show produced by one of the History in Practice community experts

Exploring this robust subject matter through both historical and contemporary material encourages critical thinking from multiple angles. Over time, embracing classroom discussions on mental health could lead to an increase in general knowledge on these issues, and could pave the way for an expansion of support systems as well. From this perspective, for faculty members and students alike, the shared experience of moving to the online classroom presents a unique opportunity.

“I’m quite certain that the pandemic has been hard for people’s mental health. Our hope is that History in Practice will help scholars and educators in seeing mental health difficulties as part of life, rather than something that sets people aside and renders them as ‘less than’ or ‘other,’” Davies said.

“We want to amplify the voices that are often unheard. We want to showcase the resiliency and resistance at play, and ultimately use experiential knowledge in a respectful manner that supports good mental health.”

HiP received York Academic Innovation Fund support in 2020 to diversify its current resources and will be working with community groups in the Greater Toronto Area on this important project.

To learn more, visit the History in Practice website.

C4: Groundbreaking, interdisciplinary experiential education initiative enters second year

After a successful pilot test, an international award-winning capstone course will begin its second year this September at York University.  

C4: The Cross-Campus Capstone Classroom, which meets Mondays from 5:30 to 8:30 p.m. between September and April, is open to all York students at the end of their degrees, and enables students from different faculties to work in multidisciplinary teams focused on solving pressing, real-world challenges posed by organizations operating in both the for-profit and not-for-profit worlds – and to get credit for their work.  

C4’s intertwined personal, professional and academic journey offers students a chance to expand and refine their portfolios and uniquely prepares students to succeed after graduation

Past C4 partners include the Yonge Street Mission, Markham Arts Council, Canobi Tech, L’Arche Daybreak, Foundation for Environmental Stewardship and Panoplo Inc., among many others.

In last year’s course, 74 York University students from eight faculties designed solutions for 11 social impact challenges.

In one project, for example, students from the Lassonde School of Engineering, Glendon College, the Faculty of Environmental Studies and the Faculty of Liberal Arts & Professional Studies, worked together on “Solar Floatie,” a solar home system that provides affordable heating and electrical power for homeowners, farmers and workers in Chile. 

“Capstone courses provide high-impact learning opportunities for students that set them up to succeed after graduation,” said Danielle Robinson, the director of C4 and executive director of the York Capstone Network, as well as an associate professor in the School of the Arts, Media, Performance, & Design. 

Danielle Robinson

These important experiential learning courses, which are offered in many departments across the University, apply and thus consolidate what a student has learned in his/her/their major,” Robinson explained. This is achieved generally through an individual or group project, but placements can also serve as excellent capstone experiences for students, if they are integrated with ongoing critical reflection and assignments that apply students’ skills and knowledges.” 

Robinson and Franz Newland, an assistant professor in the Lassonde School of Engineering, are co-curriculum leads for C4 as an extension of the York Capstone Network (YCN) they founded in 2018, with integral support from the Teaching Commons and the Career Centre.  

C4 is a pan-University classroom, but not yet an official course, that requires students to register for a total of six credits in an independent study, directed reading, senior thesis or capstone course within a department. Once students gain entry to C4 through a department, they will meet senior students from other faculties, form interdisciplinary teams and have the opportunity to work on problems pitched by community partners, who will mentor them over the course of the school year. 

Franz Newland
Franz Newland

While other multidisciplinary capstones might bring together students from two or three pre-selected disciplinesC4 makes it possible for as many as five to 10 students from different Faculties to come together to engage in problem-based learning, with the potential for each group to have a completely different disciplinary makeup. 

At the end of the full-year course, C4 student teams present their projects to the community partners at a capstone showcase event. Newland says that “C4 ends with a big celebrationof these students and all they have accomplished this year, of the partners and all they have contributed and of York and its commitment to pedagogical innovation, experiential education and student success.” 

C4’s intertwined personal, professional and academic journey offers students a chance to expand and refine their portfolios and uniquely prepares students to succeed after graduation. 

This summer, the C4 project was awarded the Airbus Global Engineering Deans Council Diversity Award for increasing diversity among engineering professionals globally, so the industry reflects the diversity of its communities. 

More information about the impact of C4 can be found by watching the “What do Students Think of C4” video.

C4 makes it possible for as many as eight students from different to come together to engage in problem-based learning, with the potential for each group to have a completely different disciplinary makeup

Students interested in joining the C4 classroom and making real social impact must pre-register and register for the course by Sept. 11The pre-registration site can be found here: https://ampd.apps01.yorku.ca/machform/view.php?id=94302. The gateway courses students can register through are listed here: https://capstone.yorku.ca/c4-linked-courses/.

Pitch Weekwhen the community partners pitch their challenges to the student teams, begins Sept. 8 and continues until the first C4 class meeting on Sept. 14 (5:30 to 8:30 p.m.). Multi-disciplinary teams will then be created on Sept. 15. To access Pitch Week and the first class, students must pre-register in advance. 

Community partners for this year’s course include Jobster, Centre for Free Expression, TechConnexthe Canadian Language Museum, York’s Office of Sustainability, University Women’s Club, StoryPlanetPeel Community Climate Council, FYI – For Youth Initiative, Barnes Management Group, MaRS Discovery District and Nascent, with many more to be announced soon. 

To learn more, visit the C4: Cross-Campus Capstone Classroom webpage on the York Capstone Network website, and the “What is C4?” video.

To read a student blog about C4, visit YUBlog. 

Want to get involved? Please write to c4class@yorku.ca. 

COVID-19 pandemic prompts rescheduling of COP26

Professor Idil Boran on a COP25 panel_image by C Hoicka
Professor Idil Boran (second from the left) hosted a panel at COP25 panel. Image courtesy of Professor Christina Hoicka

Since March 2020, there has been much discussion about what the COVID-19 pandemic means for other global problems facing humankind, especially climate change. The Secretariat of the United Nations Framework Convention on Climate Change (UNFCCC) has responded with a call for action for a climate-resilient recovery from COVID-19.

Professors Dawn Bazely (York University’s Designated Contact Point for the UNFCCC) and Idil Boran (annual Head of Delegation since 2012) have been closely monitoring the situation and will be keeping the York University community regularly informed via YFile.

COP Participants at the 25th conference of the parties
COP Participants at the 25th conference of the parties. Photo courtesy Photo credit: UNFCCC photo desk

The UNFCCC has rescheduled its key meetings. The 26th Annual Conference of the Parties (COP26) originally planned for November 2020 in Glasgow, Scotland, has been postponed until November 2021. Details are available here.

York University holds observer status as a member of the Research and Independent Non-Governmental Organizations (RINGO) constituency. Since 2009, when Bazely obtained Observer Status for York University, she has issued an annual call for expressions of interest from members of the York University community interested in attending the Conference of the Parties (COP) to form the annual delegation. This year’s call has been postponed until summer 2021.

Professor Idil Boran on a COP25 panel_image by C Hoicka
Professor Idil Boran (second from the left) hosted a panel at COP25. Image courtesy of Professor Christina Hoicka

By joining York University’s UNFCCC COP delegation, which changes in its composition annually, an attendee at the COP is granted access credentials. Although the number of credential spots have varied since 2009, they are limited, due to the demands from the growing number of accredited observer organizations. Consequently, not all students, faculty, staff and other members of the York community with an interest in attending a COP can be accommodated. Nevertheless, Bazely and Boran try their best to give as many people as possible a chance to experience the annual two-week COP, for the benefit of their research interests.

The York University protocol for participation in the delegation consists of five steps:

  1. Call for expressions of interest in joining the York delegation, published in YFile.
  2. Submission of an expression of interest outlining the applicant’s research plan.
  3. Selection based on the attendance quota [availability of spots] granted by the UNFCCC and relevance of COP attendance for the applicant’s research.
  4. Prior to attendance: participation by the applicant in training about best practices and UNFCCC code of conduct (mandatory for first-time attendees).
  5. After attendance: post-participation report and participation in the debrief to the York University community.

Updates on COP26 will be posted in future issues of YFile.

A collaborative and collegial approach to tackling financial literacy (in English and French)

Woman typing on a keyboard

Glendon’s Strategic Partnerships team, led by Alison Stewart, together with student researchers led by Brenda Spotton Visano, University Professor, Faculty of Liberal Arts & Professional Studies (LA&PS), launched a series of three interactive online financial literacy workshops this summer. As part of Glendon’s first Virtual Brain Boosting Camp, these workshops will be rolled out to high school students this fall as part of the team’s efforts to support conversion and recruitment efforts while increasing pathways to postsecondary education at Glendon for minority Francophone and Francophile students.

Faculty, administrative service experts and students joined forces to create a cross-functional team that delivered a roster of superior online workshops grounded in sound pedagogy and backed by rigorous research. The success of this collaboration is the result of a student-centred approach that had students working closely with faculty and staff at every step of the project.

The content that inspired these financial literacy workshops began more than five years ago when Imo Ek-Udofia, then a graduate student in Environmental Studies, and Spotton Visano collaborated with the not-for-profit agency Promoting Education and Community Health (PEACH). PEACH was looking for appropriate financial literacy resources that would help them educate high school students from the Jane Finch neighbourhood. As Spotton Visano and Ek Udofia (2016) identified it, the problem with existing financial literacy material is its focus on remedying learner deficits versus advancing the agency and awareness of learners. They then set out to make financial literacy resources that would be accessible to economically marginalised learners.

On a parallel track was the rising concern of student debt among community partners within the Black Creek Financial Network (BCFAN). Not just the rise of debt itself, but the difficulty both borrowers and credit counsellors were having navigating the volume of inconsistent and hard-to-find information about debt repayment and rehabilitation.

Under the guidance of Black Creek Financial Action Network (BCFAN), co-chaired by Byron Gray, York faculty, staff and students, community credit counsellors and financial empowerment educators met with representatives from Student Financial Services and the Ministry of College Training and Universities to identify problems and find solutions. The result was a collection of materials designed to help students and credit counsellors navigate their way through the complicated bureaucratic world of OSAP. To address the text heavy nature of the materials, students from LA&PS and the Faculty of Education joined forces with the financial assistance of York’s Catalyst Grant to develop a five-part series of podcasts explaining debt repayment and debt rehabilitation. The podcasts will be launched early in the fall.

Financial Literacy Workshop Team Picture Aug 12 2020
Financial Literacy Workshop team picture taken via a group meeting on Zoom

With this rich repository of material, the team looked for a sponsor who could mobilize audience it was designed for: students looking for support financing their postsecondary education.

This is where Glendon’s Strategic Partnerships team came in. With funding from the Ministry of Education, some ingenuity and buy-in from a subject matter expert, a collaborative (and fun) cross-functional and faculty team came together. LA&PS economics students were recruited to take the core material from the PEACH project and redesigned it to align with Glendon’s programming vision and funding objectives. When COVID struck, the Glendon team nimbly adapted its efforts to develop all their programming for online delivery. The result is a set of financial literacy workshops that include all the necessary materials and resources needed to successfully deliver the workshops to students in an engaging fashion via Zoom. Every workshop includes a facilitator guide, a participant package and a PowerPoint presentation; and everything is available in English and French.

A fourth workshop addressing OSAP is currently in development for the fall. This module will be adapted from OSAP materials prepared through the BCFAN partnership.

Financial literacy module
A screen capture of one of the financial literacy modules

Glendon, which is often referred to as “the French Campus,” receives government funding that contributes to maintaining Glendon’s role within the local community, the province and Canada as a distinct university faculty dedicated to supporting the Francophone and Francophile communities through the delivery of quality French language programming and services at the postsecondary level. In addition to French language programming at the undergraduate and graduate level, Glendon also provides programming that supports the Ministry of Education’s objectives towards supporting French language learning at the secondary level. These workshops were funded and developed to support these objectives.

For more information about this rich interactive programming please contact Alison Stewart.

A list of York faculty, staff, students and graduates involved in this initiative

Staff

Glendon Strategic Partnerships: Alison Stewart, Katie Ablett, Emilie Noël (contract), Isabelle Montagnier, Glendon’s Senior Translator and Anna Mossakowska, Communications Assistant (Glendon Student Affairs)

York-TD Community Engagement Centre: Byron Gray, Lorna Schwartzentruber

Student Financial Services: Sobhi Fanos, Haiyan Zhao 

Community-University Partnership

Black Creek Financial Action Network (https://cec.info.yorku.ca/bcfan/)

Students

Faculty of Liberal Arts & Professional Studies (LA&PS): Alyshba Abjani, Yunus Emre Bozkurt, Jian Chiah, Muhammad Shahmir Masood, Dalubuhle Ndlovu

Faculty of Education: Joshua Mete

Glendon College: Andréanne Joanne Dibo-Amandy, Virginie Côté, Amanda Merheb

Faculty of Graduate Studies: Lisa Druchok, Imo EkUdofia, Femi Lawson

Faculty

LA&PS: Brenda Spotton Visano, Chris Robinson, Joanne Magee, and Jodi Letkiewicz

Glendon alumni

Nicole Robinet, Jasmine Levac

York archivists host virtual class visit for international development students

woman computer webinar

The York University Libraries’ Clara Thomas Archives and Special Collections (CTASC) hosted its first-ever virtual class visit on May 27 with Professor Miguel Gonzalez’s SOSC 3800 Development Studies Research Methods course, part of the International Development Studies program in the Department of Social Science.

For the past several years, Gonzalez brought his students to CTASC to learn about archives and archival research. For most students, this opportunity to handle and analyze archival records is the first time they have stepped foot in an archive. While redesigning the course to meet the realities of an online format, Gonzalez reached out to archivists Katrina Cohen-Palacios and Jennifer Grant to collaborate on a virtual alternative to his yearly class visit.

woman computer webinar
The York University Libraries’ Clara Thomas Archives and Special Collections (CTASC) hosted its first-ever virtual class visit on May 27

“For many students embarking on archival research can be a rather intimidating experience. Archivists design class visits, virtual or in-person, to teach students that the slow and sometimes frustrating aspects of archival research are challenging, finding primary sources to enhance your research is ultimately rewarding,” said Cohen-Palacios.

Though the in-person experience of visiting an archives is hard to replicate, Gonzalez still wanted his students to have experience working with and understanding archival records. He set the following learning objectives for the virtual class visit:

  • Familiarize students with the relevance of documentary materials for social science research inquires.
  • Understand key archival concepts and the intrinsic value of archival materials as primary sources for social research.
  • Develop practical skills to conduct archival research activities in a digital environment.

With these objectives in mind and guided by the experiences of others teaching virtually with primary sources, Cohen-Palacios and Grant developed a hybrid plan involving synchronous and asynchronous activities for the students.

“Pivoting our archival literacy instruction to a virtual platform required more work and research than is typically required when we host classes in-person in the archives,” said Grant, “but we were fortunate to work with Professor Gonzalez, whose encouragement, enthusiasm, and collaborative ethos made the process a pleasure.”

To accommodate a variety of schedules and learn-from-home situations, the York archivists created a PowerPoint presentation with audio and text that was sent to students in advance of the virtual class visit. This presentation provided background about the holdings of the CTASC and information about archives and archival research. Students were asked to answer a 10-question quiz based on the content of the PowerPoint presentation to be completed for participation credit in advance of the class visit. This approach allowed students to learn these new concepts at their convenience and then re-engage with the presentation content to answer the quiz questions. It also meant that they came to the virtual class visit with more information about archives and archival research than the typical student visiting the archives in person for the first time.

The synchronous portion of the class involved Gonzalez, Cohen-Palacios and Grant leading the Zoom-based class as co-hosts, where they engaged the students in various activities including a Mentimeter multiple-choice quiz, a guided tour of the CTASC database, a breakout room online scavenger hunt, and an examination of a digitized archival record housed in an online institutional repository.

Following the synchronous class visit, students prepared an archival research report that gave them the opportunity to put what they had learned into action, where they selected, described, contextualized and analyzed a digitized archival record available online. Designed in collaboration between Gonzalez, Cohen-Palacios, and Grant, the assignment required students to reflect on their experiences as researchers and consider the benefits and challenges of using virtual archives.

In this assignment, one student commented that some of challenges they faced with conducting archive research online instead of in-person is that by having to do it online they missed out experiencing what an archive looks like. However, the student said they were able to receive a more global approach to archive research, learning that different sources could be everywhere, as well as how to track that and find those aids. Another benefit, noted the student, is that Cohen-Palacios and Grant extended an open invitation to the Clara Thomas Archives and Special Collections when the University opens.

More about archival literacy instruction at York University Libraries

The archival holdings of the Clara Thomas Archives and Special Collections consist of more than eight kilometres of York University corporate records and the private papers of individuals and organizations. Areas of strength include Canadian history, fine arts (design, photography, music, film and theatre), philosophy, environmental history and sexual diversity. Archivists are involved with research reference requests, collection development, arrangement and description of records and archival literacy instruction.

Prior to the COVID-19 pandemic, in 2019-20, over 350 undergraduate and graduate students learned about archives and archival research in CTASC’s classroom. For more information about curriculum development with archival material or to explore virtual archival literacy learning options, contact archives@yorku.ca or visit the CTASC website.

Online book launch for ‘Challenging the Right, Augmenting the Left’ planned for Aug. 13

FEATURED image Book Launch

What does the future hold for the left? How does the left adapt to, and prepare for, the crises of our time? In moments of crisis it is always important to rethink longstanding assumptions, jettison wishful thinking and dated ideas, and recover wisdom from the past. There is an opportunity to plot a new way forward.

Cover image for Challenging the Right, Augmenting the left
Cover image for Challenging the Right, Augmenting the left

The authors of Challenging the Right, Augmenting the Left, a new collection of edited essays, put forward a diversity of approaches and issues to strategize for the work that awaits us in the 2020s, particularly in the struggle against capitalism, climate change and the far right.

Edited by Robert LathamA. T.  KingsmithJulian von Bargen and Niko Block will be launched on Thursday, Aug. 13, from 7 to 8 p.m. via Zoom. Brief presentations will be delivered by the book’s editors along with contributors Gary Kinsman, Elise Thorburn, Sabrina Fernandes and David Ravensbergen.

Working within five major thematic areas, the contributors examine how to engage working-class people in anti-capitalist struggles, undermine reactionary currents of ethno-nationalism while supporting anti-colonial movements, strategically build power inside and outside the state apparatus, demand new forms of resistance to address environmental crises, and effectively promote solidarity and ecological responsibility.

This book provides suggestions for working with popular disaffection, taking the rich, fragmented, conflicted history of refusals and defeats as a starting point for next steps in the struggle against capitalism and the far right, rather than as the basis for more conflict or defeatism.

Follow this link to join the event: https://ryerson.zoom.us/j/96204295105?pwd=L2FtRCt3VjJYazVOdXBPOTVOKzFNZz09
Meeting ID: 962 0429 5105
Passcode: 282482
This event is free. All are welcome.

For more on the book, visit https://fernwoodpublishing.ca/book/challenging-the-right-augmenting-the-left.

Professor Robert Myers honoured with University Professorship

Professor Robert Myers, from the Department of Philosophy in the Faculty of Liberal Arts & Professional Studies, has been honoured with a University Professorship.

photo of Robert Myers
Professor Robert Myers

University Professor is a member of faculty recognized for extraordinary contributions to scholarship and teaching and participation in university life. The award is conferred upon long-serving tenured faculty members who have made extraordinary contributions to the University as colleagues, teachers and scholars.

Such achievement fulfills the following requirements: significant long-term contribution to the development or growth of the University or of its parts; significant participation in the collegium through mentorship, service and/or governance; sustained impact over time on the University’s teaching mission; and recognition as a scholar.

Myers’ teaching and research interests include theoretical ethics, related issues in epistemology and philosophy of action and political philosophy. He focused his early work on developing a theory that would reveal impartial beneficence, prerogatives and restrictions to be equally fundamental components of morality.

In more recent years, his research has been directed at working on metaethical questions concerning the possible objectivity of value, and especially on the question whether philosophers have been hindered in their thinking here by inadequate conceptions of what desires are.

He has been a faculty member at York University since 2001.

“Your nominators have highlighted your dedicated service and significant contributions to the mission of the University,” said York University President and Vice-Chancellor Rhonda Lenton. “Your interdisciplinary approach to philosophy has expanded collaboration and benefitted academic initiatives at our Osgoode Hall Law School, Schulich School of Business, Lassonde School of Engineering, and Faculty of Science.

“Your colleagues noted your commitment to advancing the Philosophy Department through curriculum, pedagogy, research and the growth of the full-time faculty component. As a colleague, teacher and scholar, you have had a significant and positive impact on the University community.”

Myers will be celebrated for earning this honorific title at a future convocation ceremony.

Anti-Chinese stigma masked community’s proactive measures to avert COVID-19 spread, York research finds

Anti-Asian discrimination spread quickly at the start of the COVID-19 pandemic, as people of Chinese descent and those perceived as Chinese were targeted as originators of the pandemic – a stigma that is stoked by President Donald Trump’s characterization of COVID-19 as the “China virus.” But even before they were unfairly targeted, many in the Chinese community were sounding the alarm about the virus and taking precautions, research led by York University Professor Aaida Mamuji has found.

Even before they were unfairly targeted, many in the Chinese community were sounding the alarm about the virus and taking precautions, research led by York University Professor Aaida Mamuji has found.

Mamuji, an assistant professor in the Faculty of Liberal Arts & Professional Studies and coordinator of York’s Disaster and Emergency Management (DEM) program, received rapid research funding from the Canadian Institutes of Health Research (CIHR) to lead a team studying the social impacts of discrimination and Sinophobia on Chinese diaspora communities in Toronto and Nairobi in the first few months of the pandemic.

“Chinese-owned grocery stores and other businesses were among the first to make wearing masks mandatory, weeks before it was required in many parts of Ontario to prevent the spread of COVID-19,” said Mamuji. “Due to their close connections with families and friends in China, and their knowledge of infectious diseases, many people in the Chinese diaspora were being proactive and taking preventative measures to avert the spread of the virus in their cities.”

While the stories of stigmatization are well known, the capacity of the Chinese diaspora is less recognized, she said. “Focusing only on the victimization of the community can be detrimental for those already being targeted. There is so much more to the story that needs to be highlighted in order to change the status quo.” 

Mamuji and Professor Jack Rozdilsky, of York’s DEM program, worked with researchers from Ryerson University, the University of Nebraska-Omaha and Afroscope Consulting in Kenya, to interview members of the diaspora in two metropolitan areas: Toronto, with large communities with ties to mainland China, Hong Kong and Taiwan; and Nairobi, where the majority of migrants are temporary workers from mainland China building infrastructure. Their research will be shared with emergency management professionals to develop culturally-specific public education campaigns to counter misinformation and stigma.

Divided into three snapshots, the report highlights the complexity and capacity of the Chinese diaspora:

Snapshot 1: COVID-19 has provided an opportunity for the Chinese diaspora in the GTA to engage in social public health actions to slow the spread of infection early on. Rather than appreciating the proactivity of community members, measures such as practicing physical distancing have sometimes been misunderstood as being a form of external stigma toward the broader community.

Snapshot 2: Though reports of stigma may imply that members of Chinese diaspora are homogenized and at equal risk of harm, both the perceptions and experiences of stigma during COVID-19 vary significantly from person to person in the GTA’s Chinese diaspora community. Recognizing this complexity is key when trying to develop effective destigmatization initiatives. 

Snapshot 3: In the Nairobi interviews, instances of Sinophobia during COVID-19 are described as being an extension of deep-rooted tension and geopolitics in the region. Despite this, the community continues to demonstrate capacity to contribute to a society coping with COVID-19.

The report, titled “Expanding the Narrative on Anti-Chinese Stigma During COVID-19,” is available online.

International students earn entrance awards at York University

Image announcing Awards

Eleven international students have been granted entrance scholarship awards at York University. The scholarships and awards are for applicants with an exceptional academic profile, and who demonstrate leadership through community service or excellence in the arts or sport.

The awards mark the beginning of an exciting academic journey for the future York University students. Emerging atop an excellent class of applicants from countries all over the world, student recipients can mark an important milestone as they continue progressing towards their goals in and out of the classroom.

The recipients are:

International Entrance Scholarship of Distinction

  • Musaddiq Ahmed – Faculty of Liberal Arts & Professional Studies
  • Young Woo Keum – Faculty of Liberal Arts & Professional Studies
  • Jordan Ssewakiryanga – Faculty of Science

Global Leader of Tomorrow Award for International Students

  • La-Shaun Boothe – Lassonde School of Engineering
  • Masoom Gaba – Faculty of Liberal Arts & Professional Studies

International Circle of Scholars

  • Dwayne Adamah – Schulich School of Business

International Academic Excellence Scholarship

  • Anees Ammar – Schulich School of Business
  • Michael Forbes – Faculty of Science
  • Abubaker Iqbal – Lassonde School of Engineering
  • Takehiro Koshihara – Faculty of Liberal Arts & Professional Studies
  • Krishnika Raveendranathan – Lassonde School of Engineering

The International Entrance Scholarship of Distinction is valued at $35,000 and renewable for an additional three years.

“York offers the perfect balance of top-notch academics, student clubs and associations. From the first time I discovered the school online, it felt that I too could find my niche here,” said Ahmad, who hails from Pakistan and is eager to begin his studies in the Business & Society program. “When it comes to my studies, I believe the program I selected is synonymous with freedom and progression. More generally, I was really drawn in by the LA&PS curriculum and its focus on an interdisciplinary approach towards education.”

Ahmed and Keum were two of only three students selected for the prestigious International Entrance Scholarship of Distinction – valued at $35,000 and renewable for an additional three years. Hailing from Pakistan and Thailand respectively, both students demonstrate hard work, passion and persistence in their pursuit to grow as individuals and contribute to changes that address major issues in the world around them.

Keum, who demonstrated impressive grades and academic achievements, as well as extracurricular work, referred to York in a similar manner and expressed excitement about working towards his degree in information technology. When asked about the opportunity to achieve his academic dreams with the support of this major scholarship, he described it as a great honour.

“Ever since I was young, I always wanted to pursue an education in Canada. Winning this scholarship is still surreal, and I’m extremely grateful for the opportunity,” he said. “I’m really looking forward to the experience at York. The large student population is something I was intimidated by before, but am embracing now. I can’t wait to connect with new people, take full advantage of student activities and enjoy living in the city of Toronto.”

Future Global Political Studies major Masoom Gaba echoed these sentiments when asked about how gratifying the recognition was. Coming from India, Gaba is the winner of the Global Leader of Tomorrow scholarship valued at $20,000 and eligible for continuation over the next three years. For years, she has been active in many charitable efforts – from mentoring underprivileged youth to taking the lead in causes to counter inequalities. Her chosen academic discipline will support her passion for positive outreach and impact on different communities, as she prepares for a career in social work.

“I’m so honoured to be a recipient of this award, and I’m very excited to be in a new country meeting new people, learning new skills and making wonderful memories,” Gaba said. “After graduation, my ultimate goal is to start up an NGO to make the world a better place, without limiting my services to a particular group of people. Majoring in global political studies at York will provide me with an excellent overview of international relations and politics.”

Adamah is the sole recipient of the International Circle of Scholars award, which is valued at $15,000 and is awarded for a student’s first year of study.

A recipient of the York University Academic Excellence Scholarship award – a first-year scholarship valued at $5,000 to $10,000 – Koshihara also possesses these impressive leadership qualities – never failing to produce superb work in the classroom, while simultaneously inspiring and assisting others. His award, valued at $10,000, will help to jump start the next phase of his education, as he enters his first year majoring in the Department of Social Science’s Business & Society program.

“For international students like myself, tuition fees can be challenging. Winning this scholarship has given me tremendous financial relief as I embark on this new journey,” Koshihara said. “Continuing my studies with LA&PS is very exciting. The faculty provides so many subjects, and the environment offers a diverse range of perspectives. It’s a great opportunity for me to grow as a person.”