Please refer to our general description of  Learning Actions

The following Learning Actions (questionnaires, checklists and inventories) can be used individually and at a variety of times throughout the learning anti-racism process, depending on the focus of a particular session.  Their purpose is to help facilitators and participants:

  • connect to their lived experiences of race and racism.  

  • uncover and explore their unconscious feelings towards racialized people. These feelings often involve fear of difference and are based on stereotypes, and subtle messages they have be taught throughout their lives (Katz. p.104).  

  • make sense of one's learned history, culture, privilege, power, and biases.

Each Learning Action involves written work and detailed debriefs. The written work can be an important part of understanding and dealing with racism as it allows people some privacy to explore what are sometimes difficult issues.  In addition, the writing process itself, for some cultures and individuals, may result in further clarity. 

Written work may not be appropriate for cultures with oral traditions.  Therefore, these Learning Actions may be modified accordingly in a number of ways including.

  1. The questionnaire, checklist or inventories can be talked through in small groups or one-on-one, depending on group make-up.

  2. Dividing participants into small groups of aboriginal people, people of colour and white people (or any ethnic/racial grouping) may facilitate safe discussions for any of the learning actions in this section.

When facilitating these activities, it is important to recognize and acknowledge that each participants' experiences will be different. Some differences include: white privilege; forms of racialization; acknowledged and unacknowledged racial dynamics and histories; the co-cultures participants most closely identify with and why; participants' current understanding of race and racism; and experiences with social justice work. Each of these actions provides debriefing discussion material. It is critical that participants, particularly white participants, feel an emotional and personal connection to and investment in anti-racism, in order to create substantive change.