ACCT Training Program Feedback

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ACCT Training Program Feedback by Mind Map: ACCT Training Program Feedback

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. Culture + Socialization

7.1. Drawing on cultural identity as source of pride

7.2. Mainstream culture

7.2.1. "whiteness" as dominant culture

7.2.1.1. Media

7.2.2. can Chinese also be mainstream?

7.3. Chinese Government

7.3.1. contribution to cultural conflict

7.4. Spatial politics

7.4.1. understanding waves of immigration

7.4.2. 4 counties of Cantonese diaspora

7.4.3. recognize the multiplicity of Chinese community

7.4.3.1. we are not homogeneous

7.5. DEFINITION of Chinese-Canadian

7.5.1. discuss mixed race, language, etc

7.5.2. traditions change with younger generations (value-related evolution)

7.6. Role of the family

7.6.1. combat reactionary cultures?

7.6.2. where civic leadership begins

7.6.3. important for education

8. Program Structure

8.1. Alignment between modules + outcomes

8.1.1. accountability

8.2. Intersectionality

8.2.1. determine where these lie in the training program's topics/ideologies

8.2.2. examine issues from different lenses

8.2.2.1. age, gender, disability, class

8.2.2.2. legal, economic, political, social

8.3. Research

8.3.1. collect feedback - find out how much impact the program is making

8.4. Critical approach

8.4.1. make sure this is clearly communicated to avoid emotional discomfort/defensiveness

8.4.1.1. disarming + prepping people to talk about power and racism

8.5. Safer Space for Sharing

8.5.1. more facilitation, less presentation

8.5.2. encourage personal stories + promise confidentiality

8.5.3. allow expression of all viewpoints

8.5.3.1. non-confrontational, not oppression olympics

8.5.4. create more opportunities for conversations outside the program

9. Power + Privilege

9.1. Strategies for empowerment

9.1.1. examine South Asian case

9.1.2. drawing resources and capital from entrepreneurship

9.1.3. Leticia Mietos - for everyone

9.1.4. aim towards progressive change

9.2. Colonial history

9.2.1. Connecting Chinese Canadian experience with broader immigrant and refugee experience

9.2.2. Ties to indigenous experiences

9.2.3. Not a figment of the past - discuss present day impacts (e.g. internalized dominance)

9.2.4. Settler privilege

9.3. Beyond the Bamboo Ceiling

9.3.1. Patriarchy

9.3.2. Capitalism

9.3.3. Imperialism

9.4. Theoretical Conceptualization

9.4.1. Foucault + the nature of power

9.4.2. Social rank theory

9.4.3. Freire + pedagogy of the oppressed

9.5. Whiteness + White Privilege

9.5.1. Also need to consider East Asian privilege

9.5.1.1. Model Minority Stereotype

9.5.1.2. In what ways are Chinese the "New Age Colonialists"?

9.6. Systemic imbalances

10. Stereotypes, Prejudice, Discrimination

10.1. Asian Critical Race Theory

10.1.1. model minority - are we an invisible race?

10.2. DEFINITION of racism

10.2.1. relationship to cultural differences?

10.2.2. relationship to ignorance?

10.2.3. blatant versus subtle racism

10.3. Dissonance due to unconscious biases

10.3.1. don't want to be racist yet are

10.4. FEAR within the Chinese community

10.4.1. xenophobia

10.4.2. islamophobia

10.4.3. transphobia

11. Canadian Citizenship

11.1. Build understanding of

11.1.1. Basic human rights

11.1.2. Participatory citizenship

11.1.3. Underrepresentation

11.1.3.1. Use statistics to justify

11.1.4. Multiculturalism

11.1.4.1. Examine meaning critically

11.2. Situate in understanding of Canadian history

11.3. Canada-China Relations