1. The Self
1.1. Practical Tools
1.1.1. Help participants construct their own personal narrative that they can confidently share with others
1.2. Positional Starting Point
1.2.1. Promote self-awareness and self-reflection
1.2.2. Use as "toolkit of unique experiences" from which to draw leadership capacity
1.2.3. Can choose a personal example to keep referring back to throughout the course of the program
1.3. Conflict with Cultural Identity
1.3.1. May have to address the tension between expressing personality and adhering to cultural stereotypes
2. Target Audience
2.1. Participant intake criteria
2.1.1. Consider knowledge and skill level
2.1.1.1. Will the vocabulary/concepts be too complex for some audiences?
2.1.2. Allow participants to bring a friend?
2.2. Accessibility
2.2.1. Differentiate Content
2.2.1.1. e.g. urban vs rural audience require different tools for civic participation
2.2.2. Online Learning Option
2.2.2.1. Mentorship
2.2.2.2. Program Modules
2.2.3. Multisectoral Approach
2.2.3.1. Public Service
2.2.3.2. Grassroots Initiatives
2.3. Outreach and Promotion
2.3.1. What kind of audience do we want to reach? How do we reach them?
2.3.2. What messages should event participants disseminate to friends and relatives?
3. Mentorship
3.1. Succession Plan
3.1.1. Recruit alumni from the program to act as mentors
3.1.2. Encourage respectful dialogue (i.e. avoid being confrontational)
3.1.3. Be mindful of tokenization of youth
4. Participant Values
4.1. Leadership for the right reasons (i.e. serving the greater good, responsible use of power)
4.1.1. May have to mention that this program is not intended for elevating socioeconomic status of trainees
4.2. Emphasize Ethical Conduct
4.2.1. "good ambition" rather than "bad ambition"
4.3. Emotional investment
4.3.1. Participants should be motivated to achieve concrete actions (end goal of the program should surpass representation)
4.4. Equity as investment rather than expense (liberation for all)
5. Community Collaboration
5.1. Intercultural
5.1.1. Managing conflict with other ethnic groups
5.1.1.1. understanding how non-Chinese people see the Chinese
5.1.1.1.1. MEDIA
5.1.2. Allyship with different groups
5.1.3. a lot of data/theoretical groundwork by black and indigenous scholars
5.2. Intracultural
5.2.1. Finding our collective voice
5.2.2. Addressing lateral violence
5.3. Empathy building
5.3.1. Goal is to achieve "intersectional solidarity"
5.4. Local Net
5.5. Risk taking
5.5.1. address perceived lack of support around this
5.5.2. getting involved
5.6. Communication Skills Training
5.6.1. speaking out while maintaining respect (i.e. assertiveness without aggression)
6. Leadership
6.1. DEFINITION
6.1.1. Acknowledge the diverse qualities that make up a leader
6.1.1.1. Look at understandings from different cultures
6.1.1.2. Try not to limit this to a list
6.1.2. Examine relationship to being "Chinese" (does this help or hinder?)
6.1.2.1. Concept of the "box"
6.1.2.1.1. "permissive" vs "non-permissive" model immigrant behaviors
6.2. Role Models
6.2.1. Make these as diverse as possible
6.3. Case Studies
6.3.1. Make these as diverse as possible
7. Canadian Citizenship
7.1. Build understanding of
7.1.1. Basic human rights
7.1.2. Participatory citizenship
7.1.3. Underrepresentation
7.1.3.1. Use statistics to justify
7.1.4. Multiculturalism
7.1.4.1. Examine meaning critically
7.2. Situate in understanding of Canadian history
7.3. Canada-China Relations
8. Culture + Socialization
8.1. Drawing on cultural identity as source of pride
8.2. Mainstream culture
8.2.1. "whiteness" as dominant culture
8.2.1.1. Media
8.2.2. can Chinese also be mainstream?
8.3. Chinese Government
8.3.1. contribution to cultural conflict
8.4. Spatial politics
8.4.1. understanding waves of immigration
8.4.2. 4 counties of Cantonese diaspora
8.4.3. recognize the multiplicity of Chinese community
8.4.3.1. we are not homogeneous
8.5. DEFINITION of Chinese-Canadian
8.5.1. discuss mixed race, language, etc
8.5.2. traditions change with younger generations (value-related evolution)
8.6. Role of the family
8.6.1. combat reactionary cultures?
8.6.2. where civic leadership begins
8.6.3. important for education
9. Program Structure
9.1. Alignment between modules + outcomes
9.1.1. accountability
9.2. Intersectionality
9.2.1. determine where these lie in the training program's topics/ideologies
9.2.2. examine issues from different lenses
9.2.2.1. age, gender, disability, class
9.2.2.2. legal, economic, political, social
9.3. Research
9.3.1. collect feedback - find out how much impact the program is making
9.4. Critical approach
9.4.1. make sure this is clearly communicated to avoid emotional discomfort/defensiveness
9.4.1.1. disarming + prepping people to talk about power and racism
9.5. Safer Space for Sharing
9.5.1. more facilitation, less presentation
9.5.2. encourage personal stories + promise confidentiality
9.5.3. allow expression of all viewpoints
9.5.3.1. non-confrontational, not oppression olympics
9.5.4. create more opportunities for conversations outside the program
10. Power + Privilege
10.1. Strategies for empowerment
10.1.1. examine South Asian case
10.1.2. drawing resources and capital from entrepreneurship
10.1.3. Leticia Mietos - for everyone
10.1.4. aim towards progressive change
10.2. Colonial history
10.2.1. Connecting Chinese Canadian experience with broader immigrant and refugee experience
10.2.2. Ties to indigenous experiences
10.2.3. Not a figment of the past - discuss present day impacts (e.g. internalized dominance)
10.2.4. Settler privilege
10.3. Beyond the Bamboo Ceiling
10.3.1. Patriarchy
10.3.2. Capitalism
10.3.3. Imperialism
10.4. Theoretical Conceptualization
10.4.1. Foucault + the nature of power
10.4.2. Social rank theory
10.4.3. Freire + pedagogy of the oppressed
10.5. Whiteness + White Privilege
10.5.1. Also need to consider East Asian privilege
10.5.1.1. Model Minority Stereotype
10.5.1.2. In what ways are Chinese the "New Age Colonialists"?
10.6. Systemic imbalances
11. Stereotypes, Prejudice, Discrimination
11.1. Asian Critical Race Theory
11.1.1. model minority - are we an invisible race?
11.2. DEFINITION of racism
11.2.1. relationship to cultural differences?
11.2.2. relationship to ignorance?
11.2.3. blatant versus subtle racism
11.3. Dissonance due to unconscious biases
11.3.1. don't want to be racist yet are
11.4. FEAR within the Chinese community
11.4.1. xenophobia
11.4.2. islamophobia
11.4.3. transphobia