Join the 34th annual Women’s Memorial March in Vancouver to honour the lives of missing and murdered Indigenous women, girls, Two-Spirit and gender-diverse people (MMIWG2S+). This is an opportunity to come together to grieve the loss of beloved sisters and relatives in the Downtown Eastside.
Women’s Memorial March in Vancouver
Date: Friday, February 14, 2025
12:00pm public march
The march includes several stops to commemorate where women were last seen or found, with moments of quiet reflection and traditional medicine practices.
Transportation from UBC is available for Indigenous students on a first-come, first-served basis. Register here. The bus leaves UBC at 11 am. For questions and additional information about the transportation, contact Cody, cody.bugler@ubc.ca. Please note that there will be no programming at the Longhouse.
Non-Indigenous members of the UBC community are welcome to join at the Learning Exchange downtown as a meeting point.
Thank you for joining us on Wednesday, February 12th, 2025, from 12:00 PM – 1:30 PM (PDT), for “Weaving Relations for Meaningful and Genuine Change.” In this Indigenous Speakers Series session, we had a conversation with Dana-Lyn Mackenzie, a member of the Hwlitsum First Nation, lawyer, and Senior Manager, EDI & Indigeneity, at the Faculties of Applied Science and Land and Food Systems. Dana-Lyn is the recipient of two UBC President’s Staff Awards for Advancing Anti-Racism and Inclusive Excellence (2024) and for Advancing Diversity and Inclusion (2016). She was instrumental in creating the Intergenerational March to Commemorate Orange Shirt Day, the Weaving Relations course, and the Cascades of Change: Inclusive Leadership and Respectful Engagement program. In this conversation, we explored what it means to lead change in the processes of truth and reconciliation at UBC and beyond.
Dana-Lyn Mackenzie, JD; Senior Manager, Equity, Diversity, Inclusion and Indigeneity, Faculties of Applied Science, Land and Food Systems & Forestry; Elected Councilor – Hwlitsum First Nation ; Recipient – 2024 President’s Staff Award for Advancing Anti-Racism and Inclusive Excellence ; Recipient – 2016 President’s Staff Award for Advancing Diversity and Inclusion
Dana-Lyn (born Wilson) is a member of the Hwlitsum First Nation, based in Canoe Pass, BC, and a lawyer. Dana-Lyn is an elected councillor of her Coast Salish nation, serving since 2021. She has practiced criminal law and continues to practice administrative and employment law as an Associate at Acumen Law. She is a double alumna of UBC, having obtained her Bachelor of Arts and Juris Doctor degrees here.
As Senior Manager, EDI & Indigeneity, Dana-Lyn is currently leading the decolonization and Indigenization efforts in the Faculties of Applied Science and Land and Food Systems. In this role, Dana-Lyn supports EDI.I education, engagement, and support for the two Faculties. Leading the impactful UBC Orange Shirt Day Intergenerational March for the past two years has been an honour. Recently, Dana-Lyn conceptualized and created the Weaving Relations course, an educational opportunity meeting Goal 2 of UBC’s Indigenous Strategic Plan. Dana-Lyn has been a speaker on numerous panels on Indigenous research, communities and ISP implementation. She currently sits on the Indigenous Working Group, co-chairs the ISP Community of Practice and advises frontline student services advisors on best practices in Indigenous student support.
Dana-Lyn has worked as a university administrator since 2012 in Indigenous awareness, programming and student affairs capacities. Dana-Lyn wore many hats in her previous roles, including offering student academic success programming, Indigenous student career support and alumni engagement, and participating in Indigenous student admissions. Dana-Lyn led Indigenous-focused programming during her tenure at the Peter A. Allard School of Law with UBC, where she was recognized in 2016 with the UBC President’s Staff Award on Advancing Diversity and Inclusion.
Lastly, Dana-Lyn has been a Board member of RESEAU-CMI, Networks of Centres of Excellence – Knowledge Mobilization, since December 2021.
Dana-Lyn spends her spare time with her family, and being the mother of two amazing young adults is her proudest achievement.
Moderator
Derek K Thompson – ČaabaťBookwilla | Suhiltun, Director, Indigenous Engagement
Description
Written by Derek K Thompson – ČaabaťBookwilla | Suhiltun
Dana-Lyn Mackenzie has been methodically and strategically weaving together relations and nurturing connections between Faculty, staff and students in a concerted effort to strengthen the University of British Columbia’s overall commitments to truth and reconciliation. In 2024, she was the recipient of the President’s Staff Award for Advancing Anti-Racism and Inclusive Excellence having made significant contributions through education, advocacy, policy guidance, and the implementation of the Indigenous Strategic Plan within UBC. She is a staunch advocate for meaningful and genuine change, and has been leading the way for people to engage in an era of truth and reconciliation, while simultaneously creating momentum for individual and collective transformative shifts to help us do and be better.
Please join me for this important and inspiring conversation with Dana-Lyn Mackenzie as she weaves us through the merits and principles of being involved, being active, being generous of our minds and hearts, and being genuine about our individual and shared determination to come to terms with the historic past to create a better and just future for Indigenous peoples.
Topic: Weaving Relations for Meaningful and Genuine Change
Date:Wednesday, February 12th, 2025
Time: 12:00 – 1:30 PM (PDT)
What Will I Learn?
You will gain a unique perspective on what it means to be involved in and to lead change in the processes of truth and reconciliation at UBC and beyond.
Continue Learning
“The time to make things happen is now. The time to seek out our individual and shared power is now.”
Learn more about REDI’s Indigenous Initiatives here
Discover more about REDI’s Indigenous Initiatives Speakers Series here
Research Voices from the Field is a new feature that showcases cutting-edge research that breaks barriers and promotes inclusion in medicine. Each edition spotlights a research publication and includes insights directly from the authors—revealing their motivations, the significance of their findings, and why the research matters for healthcare professionals everywhere.
I have been involved in issues related to equity, anti-racism, and inclusion in medical education for many years. Up to the point of my involvement in this article, my focus had primarily been on issues such as representation in medicine (Who is present? Who gets to undertake a medical education?) and the inclusiveness of the learning environment (Who experiences microaggressions? What constitutes an inclusive learning environment?). In this article, I began to turn more attention to the processes of teaching and the content being taught—what we might term the “formal curriculum.” This article started me on a journey that leads me to conclude that we, as medical educators, need to undertake a major effort to question the very knowledge systems of medicine for their inherent biases. There is also a strong need for the promotion of concepts such as white supremacy and racial inferiority, which I have written about in subsequent publications. While this article focuses on learners from underrepresented backgrounds, it could just as easily extend to patients and health outcomes.
Learning the societal roles and responsibilities of the physician may involve difficult, contentious conversations about topics such as race, gender, sexual orientation, and class, as well as violence, inequities, sexual assault, and child abuse. If not done well, these discussions may be deeply traumatizing to learners for whom these subjects “cut close to the bone.” Equally traumatizing is exposure to injustice and mistreatment, as well as to the sights, sounds, and smells of suffering and pain in the clinical years. This potential for iatrogenic educational trauma remains unaddressed, and medical educators must take responsibility for attending to it. Possible solutions include trigger warnings or statements given to students before an educational activity that may cause personal discomfort. The authors of this Perspective assert, however, both that this concept does not distinguish between psychological trauma and discomfort and that well-intentioned trigger warnings target the wrong goal-the avoidance of distress. Exposure to discomfort not only is unavoidable in the practice of medicine but may be crucial to personal and professional moral development. The authors argue that a more appropriate solution is to create safe spaces for dialogues about difficult topics and jarring experiences. This approach places even the notion of free speech under a critical lens-it is not an end in itself but a means to create a professional ethic dedicated to treating all individuals with excellence and justice. Ultimately, this approach aspires to create an inclusive curriculum sensitive to the realities of teaching and learning in increasingly diverse societies.
We especially welcome submissions of research articles that explore equity, diversity, inclusion, justice, decolonization, Indigenization, or trauma-informed practices in medicine and healthcare.
Are you ready to deepen your understanding of disability awareness and inclusion in the workplace? We are excited to announce an online workshop developed for faculty, staff, and learners at the Faculty of Medicine, led by Dr. Jon Breen, Equity Advisor with the Dean’s Office.
“Building our awareness and understanding of disability and inclusion within the Faculty of Medicine community is essential to creating respectful and equitable learning and work environments that are free of discrimination, where all people are accepted, valued and empowered to thrive.”
Dr. Dermot Kelleher, Dean, Faculty of Medicine and Vice-President, Health, University of British Columbia
Workshop Details
🎓 Facilitator: Dr. Jon Breen, Equity Advisor, Dean’s Office, FoM
🗓️ Dates: Register below for any of the following sessions. (Each session offers a repeat of the workshop.)
👥 Capacity: Limited to 25 participants per session
Workshop Facilitator
Dr. Breen boasts a wealth of experience within the realm of disability and employment. With a career spanning both private and public sectors, he has served as a practitioner, researcher, and author. Dr. Breen’s expertise promises an engaging and enlightening workshop experience.
Read Dr. Breen’s bio
Dr. Jonathon S. Breen, PhD, MSW, BA, is an Equity Advisor with the Dean’s Office and an Honorary Research Associate in the Department of Occupational Science and Occupational Therapy, Faculty of Medicine, UBC.
His research interests focus on the theoretical and practical understandings of disability, particularly as these apply in the workplace. Included in this work has been the development of a self-report questionnaire designed to measure workplace attitudes toward people with disabilities (PWDs) and a new model of disability that supports organizational reform regarding disabled job seekers and employees.
Dr. Breen’s academic work follows an extensive career in both the public and private sectors. He has served as the Executive Director of a supported employment agency, as the Yukon Government manager of disability employment services, and as the principal of an ongoing consultancy within the field of employment and disability. He began his career in Winnipeg as the owner and operator of a healthcare manufacturing and export company, within which he implemented a policy of hiring only individuals who identified as PWDs.
Over the course of his career, Dr. Breen has served as the chair of a number of boards of directors within the non-profit sector. These have included the Yukon Health and Social Services Council, the Yukon Council on Disability, and Options for Independence (a housing project serving adults living with Fetal Alcohol Spectrum Disorder). He has also served as the chair of the Yukon Human Rights Commission. In 2013, he was awarded the Queen Elizabeth II Diamond Jubilee Medal for his community service work.
Breen, J., & Forwell, S. (2023). Disability and the workplace: The politics of difference. New York, NY: Routledge.
Breen, J., & Forwell, S. (2021). The difference model of disability: A focus on employment. In N. Ferreira, I. Potgieter, & M. Coetzee (Eds.), Agile coping in the digital era: Emerging issues for research and practice. (pp. 275-298). Cham, Switzerland: Springer.
Breen, J., & Forwell, S. (2020). The Difference Model of disability: A change in direction for vocational rehabilitation practice. Australian Journal of Rehabilitation Counselling, 26(1), 12-17.
Breen, J. (2019). Developing the Co-Worker Acceptance of Disabled Employees (CADE) Scale. Australian Journal of Rehabilitation Counselling, 25(1),1-14.
Breen, J., Havaei, F., & Pitassi, C. (2019). Employer attitudes toward hiring persons with disabilities in Armenia. Disability and Rehabilitation, 41(18), 2135-2142. Published online (2018) at doi:10.1080/09638288.2018.1459882
Breen, J. (2018). Attitudes toward employees with disabilities: A systematic review of self-report measures. Australian Journal of Rehabilitation Counselling, 24(2), 67-87.
Breen, J. (2018). The co-worker acceptance of disabled employees (CADE) scale: A study to gather evidence of content validity. (PhD dissertation) http://hdl.handle.net/2429/67749
Breen, J. (2017). Disability as difference – a fictional representation. The Qualitative Report, 22(10), 2722-2741.
Breen, J. (2015). The exoskeleton generation – disability redux. Disability and Society, 30(10), 1568-1572.
Breen, J. (2015). On-demand American Sign Language interpreting services: Creating social policy in the Yukon. Sign Language Studies, 15(3), 348-362.
Workshop Highlights
Interactive discussions with fellow participants
Insightful interviews with researchers and individuals with disabilities
Key resources for inclusive workspaces
Exploring the concept of disability
Analyzing workplace realities related to disabilities
Addressing the impact of low self-report rates on performance and morale
Navigating challenges of disability disclosure
Identifying structural and procedural barriers
Exploring solutions and organizational strategies
Discussions on integration at individual, departmental, and faculty levels within the FoM
Active Participation Required
Come prepared to contribute your thoughts, insights, and recommendations to enrich our discussions.
Registration & Additional Information
Upon successful registration, you will receive a confirmation email and a link to a brief questionnaire ahead of each session.
Accessibility Needs
If you have any accessibility requirements for these sessions, please contact the Centre for Workplace Accessibility at 604.822.8139 or workplace.accessibility@ubc.ca.
Don’t miss this opportunity to enhance your awareness, understanding, and commitment to disability inclusion in the workplace. Join us on this enlightening journey towards a more inclusive FoM community.
Contributed by the REDI team in collaboration with Dr. Neila Miled, DEI Director, PHSA
February 1st marks World Hijab Day, which serves as an opportunity to foster understanding, promote reflection, and celebrate the differentiated experiences of women who choose to wear the hijab. World Hijab Day prompts us to reflect on the challenges visibly Muslim women encounter and work towards creating environments that embrace diversity, eliminate bias, and foster equal opportunities for all. Being visibly Muslim in Canada, by choosing to wear the Hijab, can increase Muslim women’s “vulnerability to hate crimes, discrimination, and employment obstacles” (The Standing Senate Committee on Human Rights, 2023, pp.15-16).
The “hijab” or the “veil” is a symbol of modesty, religious and cultural identity, and personal choice for millions of Muslim women around the world, including Canada. The Muslim veil has been central in the construction of Muslims and central to the heated debate around women’s rights and women’s agency. There is a dominant perception that has framed the hijab as a sign of oppression and confined visibly Muslim women into a homogenous portrayal as oppressed, submissive, powerless, and unable to belong to the Canadian context. This bias is common and has impacted veiled women in medical and health care contexts.
Despite its deeply personal nature, healthcare professionals who choose to wear hijab can face unique challenges that extend beyond the professional sphere, affecting patient-doctor relationships and the learning experiences of future healthcare providers. According to Khan et al. (2022) in their CMAJ commentary titled “Dismantling Gendered Islamophobia in Medicine”:
Visibly identifiable Muslim women in health care are often seen only in the light of a monolithic religious identity, while their intersectional identities — including their unique religious, ethnic and racial identities — are dismissed or erased… Discrimination also reduces the likelihood of job satisfaction, leading to providers who wear the hijab leaving their chosen field or not pursuing a career in medicine at all.9 (p. E748)
Some of the challenges faced by Muslim health professionals wearing the hijab can include:
1. Microaggressions and Stereotyping: Muslim health care providers who wear the hijab may encounter microaggressions and stereotyping, perpetuating harmful assumptions about their abilities, qualifications, and dedication to their profession.
2. Limited Professional Opportunities and Exclusion: Some Muslim doctors may face challenges in career advancement, promotions, or job opportunities due to bias related to their religious attire.
3. Patient Misunderstanding: Patients may harbor misconceptions or biases about doctors who wear hijab, impacting the doctor-patient relationship and hindering effective communication.
On February 1st, we hope you will take a moment to reflect on the challenges women encounter in healthcare settings and consider the role you can play in creating environments that embrace diversity. Your continued efforts to establish inclusive and respectful atmospheres can support individuals of different faiths and cultural backgrounds in bringing their authentic selves to the learning and work environments.
Khan, S., Eldoma, M., Malick, A., Najeeb, U., & Furqan, Z. (2022). Dismantling gendered Islamophobia in medicine. Canadian Medical Association Journal, 194(21), E748-E750. https://doi.org/10.1503/cmaj.220445
Patrick, K. (2021). Apology from CMAJ’s interim editor-in-chief on behalf of the CMAJ. Canadian Medical Association Journal, 193(51), E1935. https://doi.org/10.1503/cmaj.81033
“As a professional, you need to stay neutral and not advocate.”
“Don’t show emotions in a professional environment.”
“Avoid wearing bright colours and dangling earrings if you want to look professional.”
Chances are you’ve been given advice like this at some point. As our working and learning environments become more diverse, it’s worth questioning which elements of “professionalism” are essential for competent and effective education and care, and which perpetuate gatekeeping, exclusion, and various forms of oppression. Watch a recording for our It Starts With Us session, held virtually on Wednesday, March 5, 2025, from 12:00–1:30 pm. In this session, we had a conversation with health professionals and educators examining the concept of professionalism. We explored which aspects still matter in today’s diverse environments, and whether professionalism can support fostering inclusive spaces where people can bring their whole, authentic selves to work or study. (See full description below).
The panel featured Laura Yvonne Bulk (Assistant Professor of Teaching, UBC Occupational Science & Occupational Therapy), Niresha Velmurugiah (Emergency Physician, Vancouver General Hospital, and Clinical Assistant Professor, UBC Department of Emergency Medicine), Robert Sternszus (Associate Professor, McGill Pediatrics & Health Sciences Education), and Saleem Razack (Paediatric Intensivist, BC Children’s Hospital & REDI Senior Faculty Advisor). It was co-moderated by Maï Yasué (REDI Associate Director) andHarpreet Ahuja(REDI Equity Advisor).
Laura Yvonne Bulk (She/Her), PhD, OT (Reg. BC), BSW, Assistant Professor of Teaching, Occupational Science & Occupational Therapy, Faculty of Medicine, UBC
Dr. Laura Yvonne Bulk is a daughter, friend, cousin, tante; she is a Dutch settler to W̱SÁNEĆ territory; she is a first-generation university student, a disabled scholar, and an occupational therapy educator. She is an advocate and artist. As an Assistant Professor of Teaching in Occupational Science & Occupational Therapy at the new site located in Surrey, she has the opportunity to engage in educational leadership activities. Her work focuses on promoting justice (right relationship) in academia, interprofessional education, and in distributed health professions education. Her justice work includes taking a curious approach to how professionalism is conceptualized and challenging herself and others to consider how our conceptualizations might exclude particular people.
Niresha Velmurugiah (She/Her), FRCPC, Emergency Physician, Vancouver General Hospital; Clinical Assistant Professor, Department of Emergency Medicine, UBC; Curriculum Lead, Student Professionalism, Equity, Diversity and Inclusion, UGME
Dr. Niresha Velmurugiah obtained her Doctor of Medicine and completed her residency in Emergency Medicine at the University of Alberta. She works as an Emergency Physician at Vancouver General Hospital and UBC Hospital, and as a Clinical Assistant Professor with the UBC Department of Emergency Medicine. She has a background in health disparities and experience in medical education development in the area of EDI. She currently serves as the curriculum lead for Professionalism, Equity, Diversity, and Inclusion for Undergraduate Medical Education at UBC.
Robert Sternszus (He/Him), MDCM, MA (Ed), FRCPC, Associate Professor, Pediatrics & Health Sciences Education, Wendy MacDonald Chair in Pediatric Medical Education, McGill University
Dr. Robert Sternszus, is a Hospitalist Pediatrician and an Associate Professor of Pediatrics and Health Sciences Education at McGill University with a Master’s Degree in Educational Psychology. He has been intricately involved in Residency Education in Canada having served as a Pediatrics Residency Program Director and Competence Committee Chair at McGill University, a member of the Pediatrics Specialty Committee and the Residency Accreditation Committee of the Royal College of Physicians and Surgeons of Canada, and a Co-Chair of the Professional Role Expert Working Group for the ongoing CanMEDs project. Dr. Sternszus also currently holds the Wendy MacDonald Chair in Pediatric Medical Education in the Department of Pediatrics at McGill University and serves as the Professionalism Curriculm Lead for the Undergraduate Medical Education Curriculum at McGill University. His scholarship focuses on the areas of resident role modeling, professionalism, and professional identity formation. His current focus is on the interplays between competence and identity as well on supporting the development of agency, a sense of belonging and authentic professional identities in medical students and residents. Dr. Sternszus’ contributions to medical education have been recognized by the receipt of a Certificate of Merit from the Canadian Association of Medical Education in 2021 as well as the 2022 Association of Faculties of Medicine of Canada Young Educator Award.
Dr. Razack is a Senior Faculty Advisor in the Office of Respectful Environments, Equity, Diversity, and Inclusion (REDI) in the Faculty of Medicine. In his role, Dr. Razack advises on strategy related to the implementation of a comprehensive anti-racism plan for the Faculty. He aims to serve in and contribute to the vibrant and diverse community within the Faculty of Medicine and its associated clinical and research sites.
Moderators
Maï Yasué (She/Her), Associate Director, REDI
Dr. Maï is the Associate Director of the Office of Respectful Environments, Equity, Diversity, and Inclusion (REDI) in the Faculty of Medicine. She provides leadership to the REDI team in the development and delivery of our education and training programming. She collaborates with leaders in departments, centres, and administration units, and staff, and faculty to identify institutional and individual barriers to inclusion and to foster long-term socio-cultural change towards justice, equity, decolonization, indigenization, and inclusion (JEDII). Previously, she worked at the Equity & Inclusion Office at UBC, where she led initiatives such as the JEDII STEM Series and the IBPOC STEM Network and supported the integration of the JEDII principles into teaching, research, and faculty and staff recruitment. Prior to her work at UBC, she was a faculty member at Quest University Canada for over a decade, teaching interdisciplinary courses in conservation and geography and advocating for transparency, equity, and inclusion through various leadership roles.
Maï, a second-generation immigrant from Japan, holds an MSc in Zoology from the University of Oxford and a PhD in Geography from the University of Victoria. As an interdisciplinary scholar, she has published over 40 articles in academic fields such as conservation, geography, zoology, education, behavioral ecology, economics, and psychology. She is grateful for having spent most of her life on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh Úxwumixw (Squamish), səlilwətaɬ (Tsleil-Waututh), and Stó:lō Nations.
Harpreet Ahuja (She/ Her), Equity Advisor, REDI
Harpreet Ahuja (She/Her/Hers) is an Equity Advisor at the Office of Respectful Environments, Equity, Diversity, and Inclusion (REDI) within the Faculty of Medicine. In her capacity at REDI, she offers strategic guidance and supports capacity-building for department heads, faculty, staff, and students who are dedicated to implementing decolonization, anti-racism, and inclusive practices.
Harpreet is the daughter of an immigrant father from India and a Labradorian Inuit-Polish mother. She was born and raised in Montreal studying in French, then spent her teenage years in downtown Toronto. Her culturally diverse upbringing ignited her curiosity and fueled her passion for social justice.
Her journey into Equity, Diversity, and Inclusion (EDI) awareness began as a law student when she was nominated by the faculty of law to serve as the Vice President of Equity for the Common Law Student Society. She carried her EDI change management experience into her role as an Investigator in the Critical Injuries and Deaths Division with BC’s Office of the Representative for Children and Youth, where she worked to prevent the deaths of vulnerable children in government care.
Harpreet’s approach to embedding EDI is informed by an international context. She has worked on death penalty cases in Malawi, studied genocide education in Rwanda, and Holocaust education in Poland and Germany. She provided legal assistance to migrants on the U.S.-Mexico border and resettled LGBTQI+ Syrian refugees, working out of a satellite office in Israel. She wrote children’s books for schools in Honduras and taught English to university students in Ecuador. Most recently, in October 2022, she worked as an Electoral Observer for the Office for Democratic Institutions and Human Rights in Bosnia and Herzegovina. Harpreet is a lawyer by training, holding a law degree from the University of Ottawa (2017) and a Master of Laws degree in International and Comparative Law from the University of California, Los Angeles (UCLA) School of Law (2019). During her time at UCLA, she was honoured with the Dean’s Tuition Fellowship Award, UCLA School of Law’s Public Interest Award, and a post-graduate fellowship at Yale Law School. Her legal career began with Legal Aid Ontario, where she gained experience in refugee law, aboriginal law, and criminal litigation. She was subsequently Called to the Bar in Ontario and British Columbia.
Prior to joining our team, Harpreet served at arms-length for BC Corrections in the Adult Custody Division, where she was appointed by the Assistant Deputy Minister in the Ministry of Public Safety and Solicitor General as an independent decision-maker presiding over disciplinary hearings within the 10 provincial correctional centres in BC.
Harpreet acknowledges that she is on the stolen lands of the unceded territories of the xʷməθkʷəy̓əm (Musqueam Indian Band), Sḵwx̱wú7mesh (Squamish Nation), and səlilwətaɬ (Tsleil-Waututh Nation). She expresses gratitude to Indigenous Peoples for their enduring connection to their lands and is committed to learning how to work in solidarity as an accomplice in shifting the colonial default.ce and supports capacity-building for department heads, faculty, staff, and students who are dedicated to implementing decolonization, anti-racism, and inclusive practices.
Description
“As a professional, you need to stay neutral and not advocate.”
“Avoid wearing bright colours and dandling earrings if you want to look professional.”
“Don’t show emotions in a professional environment.”
“To adhere to standards of professionalism, you need to keep your political views to yourself.”
“I’d stick to a suit and dark colours to be taken seriously.”
“To maintain professional conduct, we should always stick to our agenda.”
“If you want to move up, choose carefully which parts of your identity you bring to work.”
“Make sure your kids don’t appear in the background on Zoom—it’s not professional.”
“You’ve got to look clean-shaven and professional.”
“As a professional, I prefer not to share much about my personal life.”
Chances are you’ve been given advice like this at some point. As our working and learning environments become more diverse, it’s worth questioning which elements of “professionalism” are essential for competent and effective education and care, and which perpetuate gatekeeping, exclusion, and various forms of oppression.
In this thought-provoking session, we bring together health professionals and educators to examine the concept of professionalism. We’ll ask what aspects still matter in today’s diverse environments, and whether professionalism can support fostering inclusive spaces where people can bring their whole, authentic selves to work or study. Or, should we move beyond the term “professionalism” altogether and consider other concepts that create thriving contexts for all learners, faculty, and staff?
Learning Objectives:
Define Inclusive Professionalism – Deepen your understanding of inclusive professionalism and how it differs from traditional notions of professionalism.
Identify how professionalism norms in academic and healthcare environments can exclude or disadvantage historically, systemically, and persistently marginalized groups.
Examine what should remain outside the boundaries of professionalism and how these boundaries should be determined.
Apply the principles of inclusive professionalism to foster a sense of belonging and inclusion among faculty, staff, leaders, learners, and patients.
Analyze the potential tensions between creating inclusive learning and working environments, advocacy, and authentically showing up in your various roles.
Introducing REDI Grab ‘n’ Gos — your shortcut to sparking EDI conversations. Perfect for EDI champions and leaders, these bite-sized slide decks are ideal for kicking off team meetings (in 15-mins or less), delivering ongoing reminders about equity, diversity and inclusion and infusing professional development in digestible chunks.
Lead your unit in diving deep into Equity, Diversity, and Inclusion with the REDI Deep Dives! Embark on an hour-long journey of transformation —a dynamic series of team-facilitated activities designed to infuse EDI principles into your unit’s core practices. These engaging slide decks empower leaders and EDI champions to guide their teams through meaningful discussions, fostering competencies that drive positive change. Tailor these activities to fit diverse topics and contexts, creating a space for building awareness and sparking actionable conversations.
Thank you for joining us virtually on Friday, January 24th, 2025, from 12:00 pm – 2:00 pm (PST) for “Moving from Harm to Healing in EDI, Medical Education, and Clinical Practice.“ In this It Starts With Ussession, we discussed reimagining conflict in medical education, clinical practice, leadership and EDI through restorative justice. The panelists, including leaders, healthcare professionals, faculty, and staff, explored the potential limitations of retributive justice and the transformative potential of alternative conflict engagement practices, and how these concepts can be embedded into healthcare education, clinical practice and leadership. This conversation sheds insights on practical strategies for transitioning from harm to healing and fostering meaningful cultural change.
The panel featured Alan Jacobs (Department Head, UBC Political Science), Ashley Moore (Associate Director, Education, Community & Conflict Engagement, EIO), Jennifer Atkins (Indigenous Patient Navigator, PHSA), Saleem Razack (Paediatric Intensivist, BC Children’s & REDI Senior Faculty Advisor), Shain Jackson (Executive Director, Golden Eagle Rising Society), Shirley Nakata (UBC Ombudsperson), and Richard Price (Professor, UBC Political Science). It was co-moderated by Maï Yasué (REDI Associate Director) and Madison Tardif (REDI Equity Advisor).
Alan Jacobs (He/Him) Department Head, Political Science, UBC
Alan M. Jacobs (Ph.D. Harvard, 2004) is Head of Department and a Professor of Political Science specializing in the comparative political economy of advanced industrialized democracies, the politics of public policy, political behavior, and qualitative and mixed methodology. He teaches undergraduate and graduate courses on the comparative politics of inequality, qualitative research methods, and research design.
Jacobs’ first book, Governing for the Long Term: Democracy and the Politics of Investmentexamined how democratic governments manage long-term policy issues. This book and related articles have sought to understand the conditions under which elected governments are willing to impose short-term costs on their constituents in order to invest in long-term social benefits. Jacobs’ current substantive projects focus on the politics of inequality and of investment in public goods. Jacobs’ methodological work, including his book Integrated Inferences: Causal Models for Qualitative and Mixed-Method Research, focuses on the use of formal, Bayesian approaches to qualitative and multi-method inquiry.
From 2016 to 2019, Jacobs co-chaired a deliberative process called the Qualitative Transparency Deliberations , which was sponsored by the American Political Science Association’s Qualitative and Multi-Method Research Section. The QTD was an open process through which scholars examined and debated the meaning, practice, costs, and benefits of research transparency in qualitative inquiry. Together with Yang-Yang Zhou (Dartmouth), Jacobs co-hosts the podcast Scope Conditions, which showcases new research in the field of comparative politics.
Ashley Moore (She/her), Associate Director, Education, Community & Conflict Engagement, UBC Equity & Inclusion Office
Ashley joins UBC with over 10 years of experience within conflict consultancies where she has been facilitating, training and conducting informal conflict engagement processes for public, private, and not-for profit organizations. Her interest lies with opportunities for transformative change inherent at the intersection of justice, equity, inclusion, diversity (JEDI) and complex conflict. An avid outdoor enthusiast, Ashley escapes any nascent cynicism through communion with/in the mountains.
Jennifer Atkins is of mixed ancestry: Lower Mohawk- Grand River 6 Nations on her father’s side and white settler Lithuanian/Ukrainian on her mother’s side. She was born in Tkaronto, Treaty 13 land, colonially known as Toronto, Ontario and moved to the traditional, ancestral and unceded territories of the xʷməθkʷəy̓əm (Musqueam), sḵwx̱wú7mesh (Squamish), and sel̓íl̓witulh (Tsleil-Waututh) First Nations, colonially known as Vancouver, BC in 2021. She brings 17+ years of experience working in Social Services, specifically Concurrent Disorders, and Health Care supporting Indigenous patients, clients, and families. Her current role as an Indigenous Patient Navigator addresses patient experiences of anti-Indigenous racism and discrimination within the health care system, and to ensure access to high quality care that is trauma-informed, culturally safe, and supports self-determination.
Dr. Saleem Razack (He/Him), Paediatric Intensivist, BC Children’s & REDI Senior Faculty Advisor
Dr. Razack is a Senior Faculty Advisor in the Office of Respectful Environments, Equity, Diversity, and Inclusion (REDI) in the Faculty of Medicine. In his role, Dr. Razack advises on strategy related to the implementation of a comprehensive anti-racism plan for the Faculty. He aims to serve in and contribute to the vibrant and diverse community within the Faculty of Medicine and its associated clinical and research sites.
Dr Razack joined faculty at UBC/BC Children’s Hospital on January 1, 2023, after a 25-year career as a pediatric intensivist and medical educator/education researcher at McGill University. He is a graduate of the University of Toronto. His research Interests in Medical Education include the intersection of assessment and professionalism with representation, equity, diversity, inclusion and anti-racism, for which he has had SSHRC and CIHR support. He is the recipient of the AFMC May Cohen award for outstanding contributions to equity in medical education, the Haile T. Debas award for contributions to equity in the Faculty of Medicine and Health Sciences at McGill, and the Pediatric Chairs of Canada award for outstanding contribution to Medical Education.
Shain Níniw-ém Salepem Jackson (He/Him) Executive Director, Golden Eagle Rising Society
Shain Níniw-ém Salepem Jackson is Coast Salish from the community of shíshálh. He is an artist, and a lawyer who has represented the interests of Indigenous communities and organizations throughout British Columbia in relation to a broad array of issues. After years devoted to the legal profession Shain left practice to explore the relationship between Indigenous art and law. He is currently the president of Spirit Works Limited, a company focused on the design, creation, and distribution of Indigenous art. He is also the Executive Director of Golden Eagle Rising Society, an organization whose mandate is the protection of Indigenous lives.
His work has focused on the revitalization of Indigenous laws with the goal of broader inclusion of Indigenous laws within Canadian political and legal systems. He is heavily involved in the movement to protect Indigenous intellectual property and the rights of Indigenous artists. On this front Shain has also created protective programming and advised top levels of government and the Canadian judiciary.
Artistically, Shain works in Coast Salish design using a wide range of mediums such as Cedar, copper, glass, aluminum, acrylic with work ranging from small carved pieces of jewelry to large-scale sculpted public art pieces. As he has continued to develop his own artwork to a higher level, he has had the privilege of collaborating with many amazing local artists. On his own, and in partnership with these artists Shain has garnered numerous awards and acclaim both locally and internationally.
The theme existing almost invariably in Shain’s work is that of unity – bringing together diverse groups and working toward a common vision. Revisiting old Coast Salish stories and teachings, he not only incorporates these messages into his artwork but also into all areas of his life. Aside from being an accomplished artist Shain has taken very seriously his responsibilities to his own community of Sechelt and the urban Indigenous community at large. Further to this, through his company Spirit Works, Shain: has developed programs aimed at providing employment and training to Indigenous youth; donates space, equipment and expertise to Indigenous artists in need; consistently donates time and artwork to numerous charitable organizations; has designed and facilitated workshops aimed at providing cultural teachings for at-risk Indigenous youth; and much more.
Shirley Nakata (She/her), UBC Ombudsperson
Shirley Nakata is UBC Vancouver’s first Ombudsperson for Students.
Shirley was called to the B.C. Bar in 1989 after obtaining a Bachelor of Arts degree followed by her Ll.B from the University of British Columbia. She practiced law at Russell & DuMoulin (now Fasken Martineau) before moving to the Canadian Human Rights Commission where she worked as a Human Rights Officer. From 1996 to 2009, she was the Director of Professional Conduct at the British Columbia College of Teachers, where she gained extensive experience in investigations and the conduct of hearings and expertise in the area of administrative law.
She has been a frequent presenter on administrative law and professional regulatory issues in a variety of venues. Shirley has been a board member of the B.C. Council of Administrative Tribunals and member of the Canadian Institute for the Administration of Justice. She is a member of the Association of Canadian College and University Ombudspersons, the Forum of Canadian Ombudsmen and the NorthWest Ombuds Group.
Richard Price (He/Him) Professor, Political Science, UBC
Professor Price is currently Director of Graduate Studies in the Faculty of Arts. He served as Senior Advisor to UBC President Stephen Toope from 2011-14, and was Head of Political Science from 2019-22. He is a UBC Killam Teaching Prize recipient.
His scholarly research and teaching specializes in International Relations, particularly the role of norms in world politics. Among his five published books are his most recent co-authored book (with Kathryn Sikkink of Harvard University) Moral Psychology, Neuroscience, and International Norms (Cambridge University Press).
He is an Associate Certified Coach (ACC) with the International Coaching Federation (ICF). He provides leadership, career and life coaching for UBC faculty leadership through UBC Coaching Services. He is seeking to expand coaching support to the UBC community including to students at UBC, and in growing professional development in the curriculum. He is also a member of the Design Team of UBC’s Teaching and Wellbeing Community of Practice.
Moderators
Dr. Maï Yasué (She/Her), Associate Director, REDI
Dr. Maï is the Associate Director of the Office of Respectful Environments, Equity, Diversity, and Inclusion (REDI) in the Faculty of Medicine. She provides leadership to the REDI team in the development and delivery of our education and training programming. She collaborates with leaders in departments, centres, and administration units, and staff, and faculty to identify institutional and individual barriers to inclusion and to foster long-term socio-cultural change towards justice, equity, decolonization, indigenization, and inclusion (JEDII). Previously, she worked at the Equity & Inclusion Office at UBC, where she led initiatives such as the JEDII STEM Series and the IBPOC STEM Network and supported the integration of the JEDII principles into teaching, research, and faculty and staff recruitment. Prior to her work at UBC, she was a faculty member at Quest University Canada for over a decade, teaching interdisciplinary courses in conservation and geography and advocating for transparency, equity, and inclusion through various leadership roles.
Maï, a second-generation immigrant from Japan, holds an MSc in Zoology from the University of Oxford and a PhD in Geography from the University of Victoria. As an interdisciplinary scholar, she has published over 40 articles in academic fields such as conservation, geography, zoology, education, behavioral ecology, economics, and psychology. She is grateful for having spent most of her life on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh Úxwumixw (Squamish), səlilwətaɬ (Tsleil-Waututh), and Stó:lō Nations.
Madison Tardif (She/her), Equity Advisor, REDI
Madison Tardif is an Equity Advisor at the Office of Respectful Environments, Equity, Diversity, and Inclusion (REDI) within the Faculty of Medicine. In her capacity at REDI, she offers strategic guidance and supports capacity-building for department heads, faculty, staff, and students who are dedicated to implementing decolonization, anti-racism, and inclusive practices.
Topic: Moving from Harm to Healing in EDI, Medical Education, and Clinical Practice
Date: Friday, Jan 24th, 2025
Time: 12:00 – 2:00 pm PST
Location: Livestream
What Will I Learn?
Explain the key principles, practices, and policies of retributive and restorative justice.
Analyze the benefits and considerations of retributive and restorative approaches, and the factors that influence their use.
Develop the ability to recognize when a retributive approach is being applied and evaluate whether alternative methods might be more effective in context.
Reflect on practical ways to incorporate restorative justice concepts into your role as a healthcare provider, educator, or staff member.