Equity Studies

New graduate credits ��˾��ֱ��’s Transitional Year Programme for her success – and plans to pay it forward

siddiq22 — Fri, 16 Jun 2023 17:09:52 +0000

New graduate credits ��˾��ֱ��’s Transitional Year Programme for her success – and plans to pay it forward

siddiq22 Fri, 06/16/2023 - 13:09

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Floria Kangootui, wearing traditional clothing from her homeland of Namibia, graduated this week after ��˾��ֱ��'s Transitional Year Programme helped her achieve her dream of attending university (supplied image)

Tabassum Siddiqui

Topic

Our Community

Convocation 2023

Indigenous Studies

Equity Studies

African Studies

Factor-Inwentash Faculty of Social Work

Faculty of Arts & Science

University College

Subheadline

After overcoming challenges to achieve her dream of attending university, Floria Kangootui aims to help others by drawing on her own experiences

As Floria Kangootui crosses the stage at Convocation Hall this week, she’ll be thinking about how far she’s come.

While the University of Toronto graduate always planned to continue her education when she fled Namibia for Canada 12 years ago, obstacles kept getting in the way – until she discovered the Transitional Year Programme (TYP).

“I wanted to go to a country where I would just feel safe and be who I am. I came not having any friends or family, not knowing anyone – I just made a huge decision to come here and really wanted to go to school,” recalls Kangootui, 40, who earned a bachelor’s degree in the Faculty of Arts & Science with a major in critical studies in equity and solidarity and a double minor in Indigenous studies and African studies.

“When I arrived, I came in as a refugee claimant and did not have my immigration status yet. Due to my challenges supporting my family back home, I dropped out of school. I didn’t know what to do – I didn’t have a voice for myself.”

Kangootui wears a stole from Black Grad 2023, a student-run celebration that highlights the accomplishments of Black graduates at ��˾��ֱ�� (supplied image)

Kangootui, a member of University College, left Namibia because of societal pressures, including a longstanding tradition within her family to promise girls in marriage to their cousins, as well as deeply rooted homophobia within the country.

Once in Canada, she took a job in 2013 with a mining company in Timmins, Ont. – pushing her aspiration to finish high school even further off.

But when an Indigenous colleague at the company shared stories about residential school and the Sixties Scoop, Kangootui's desire to learn was rekindled.

“I really began questioning why I didn’t know anything about this history and realized I wanted to go back to school and learn more about the history of Canada.”

After becoming a single parent in 2016 and moving back to Toronto, she was set to study community services at college when a Facebook post about ��˾��ֱ��’s Transitional Year Programme caught her eye.

The eight-month program, which helps adult students who have not completed high school enter university, offers supports – including an academic adviser, access to counselling, funding options, spaces to work and social events – to ensure students succeed in transitioning to undergraduate studies.

“I remember going to my first TYP meeting – it was opening doors to people who never would have had the qualifications or background to go to university,” Kangootui says.

Kangootui’s interest in social justice quickly found a home in her studies, which opened her eyes to inequities at home and abroad and underscored her desire to effect change.

“For example, I have people from my community who are LGBTQ – they don’t want to come out because of the stigma,” she says.

“Learning more about equity has really changed my understanding about so many things.”

Kangootui credits the TYP with allowing her to fulfil her dream of higher education – and for helping her to cultivate a network of peers who have overcome everything from addiction, language barriers, homelessness and more to work toward the same goal.

“Every story is so unique – most of us didn’t have parents who went to university. I think all of us realized that it was something we had to do,” she says. “The people that I have met in the program, we are still together to this day – it’s a real community.”

“Even though we may come from different backgrounds and speak different languages, we all still need a place where we feel that we belong.”

She’s also grateful for the mentorship and guidance of faculty and lecturers Francis Ahia, Stan Doyle-Wood, Chevy Eugene and Joanne Valin, as well as program director Lance McCready, registrar Shane Wallace and program administrator Maru Rodriguez.

“Floria was a committed, conscientious TYP student who built a strong network of support,” says McCready, associate professor of leadership, higher and adult education at ��˾��ֱ��’s Ontario Institute for Studies in Education.

“She is a shining of example of the transformative power of undergraduate studies and the importance of investing in education access for mature students.”

During her studies, Kangootui served as the upper-year representative of the African Studies Course Union and volunteered with Fife House, an organization providing supportive housing and support services to people living with HIV.

“Now I can understand others’ struggles based on my experience, and want to give back in any way I can. That’s my goal for the future,” she says.

Kangootui plans to live up to that commitment through the next step in her educational journey – she’ll start a master’s degree at ��˾��ֱ��’s Factor-Inwentash Faculty of Social Work in the fall – and hopes her achievement will inspire her seven-year-old daughter.

She has a simple message for others facing challenges on the path to university: “School does not have any age – we can all do it. If I was able to go to school given my whole journey, and as a single mother, then everyone can do it.”

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Transitional Year Programme

'Representing disability for what it is': ��˾��ֱ�� grad Chandler Fitzpatrick on overcoming obstacles, building community

Christopher.Sorensen — Fri, 08 Nov 2019 13:34:27 +0000

'Representing disability for what it is': ��˾��ֱ�� grad Chandler Fitzpatrick on overcoming obstacles, building community

Christopher.Sorensen Fri, 11/08/2019 - 08:34

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A member of Woodsworth College, Chandler Fitzpatrick was awarded the Brookfield Peter F. Bronfman Gold Scholarship for demonstrating leadership, community involvement and high academic achievement (photo by Diana Tyszko)

Topic

Faculty of Arts & Science

New College

Women and Gender Studies

Woodsworth College

Chandler Fitzpatrick came to the University of Toronto as an undergraduate student in the Faculty of Arts & Science through a college-to-university transfer program.

In addition to graduating with a major in equity studies and a specialist in women and gender studies, Fitzpatrick has been involved in a variety of extracurricular roles, including vice-president, finance in the Equity Studies Student Union (ESSU) and as a member of the Arts & Science Student Union's Budget Review Committee. A member of Woodsworth College, Fitzpatrick was awarded the Brookfield Peter F. Bronfman Gold Scholarship for demonstrating leadership, community involvement and high academic achievement.

Fitzpatrick has been open about their struggles with various disabilities, and speaks about navigating the university landscape, seeking support and the importance of finding a community of like-minded people.

What have been your most memorable experiences at ��˾��ֱ��?

I was supposed to graduate last spring, but I started taking a new medication because I live with disabilities, and it prevented me from completing my work within the university’s timelines. So, I had to go through the petition process.

That was memorable because I never thought I would find myself in that position. I was really lost and confused.

One much more positive memory was winning the Brookfield Bronfman Gold Scholarship. It completely changed my situation. The recognition for the hard work I've put in and receiving financial aid when I needed it were key.

Tell us a little bit about what you're planning for the future.

I started to pursue the American Sign Language and Deaf studies program at George Brown College this year, but I'm withdrawing because, like a lot of other students, I have misunderstood or undiagnosed disabilities which sometimes prevent me from navigating environments in ways that allow me to meet my goals. But I'm hopeful that I’ll be able to take the program again.

Otherwise, I'm very interested in grad school. Overall, I hope to use my experiences to work towards increasing access to post-secondary education for students of all backgrounds and walks of life.

What makes you so passionate about equity and disability studies?

I'm always in favour of representing disability for what it is rather than hiding it. That’s why I talk openly about it.

I move through the world observing people's behaviour and learning how to interact with them. And equity studies also does just that: We study what is happening with people in a certain space or context. Often, that’s about how power functions and what people in power decide for those who aren't in power.

Part of what I love about equity studies is the idea that everybody can have opportunities in a world that can be really difficult. It's so validating to study and participate in that.

These programs really gave me a language to interact with the world and fight injustice and oppression. It's cool to be involved in building change. Sometimes it’s really difficult, but it gives me hope.

Tell us a bit about your experiences living and studying in Toronto.

I'm from the Newmarket/Aurora area, and the biggest thing for me was the difference between being queer inside and outside of Toronto. My partner and I were the only openly queer couple in our Catholic high school and moving to Toronto liberated me completely. I could hold my partner's hand in public without feeling nervous. I found lots of other queer folks here.

What about your involvement with the Equity Studies Student Union?

My involvement in the ESSU gave me a lot of energy. There was so much openness and space to discuss and work through a lot of things we were finding on campus that were difficult.

I also incorporated my work with ESSU into a project for Professor Michelle Murphy's course, “Toxic Worlds, Decolonial Futures.” The idea is that we don't have to leave this campus to talk about equity or decolonization. There's so much to know and change about this institution.

What has it been like to seek support services on campus? What advice would you give to other students going through a similar experience?

I've had different challenges as a student: academic ones, disability-related challenges, financial struggles. Once I started to seek support – like workshops, engagement programming, financial assistance – it gave me opportunities without which I would’ve floundered unnecessarily.

I went through the Blueprint Program – now known as Starting Point – to get to know the campus and its resources. I had a transfer adviser through the diploma-to-degree program who helped me get settled and made sure things were on track. And I got a lot of help with decision-making from my college registrar.

If a student doesn’t do well, they’ll sometimes assume there's something wrong with them. And that is not the case at all.

Finally, it’s been really useful to access writing support. At New College there are writing sessions, retreats and the Caribbean, African and Equity Studies Writing Group. That became a place for me to go and do some work around some really wonderful people.

One of the best parts of getting involved in support systems is that if you keep going back, you end up seeing the same folks. They become your team.

Do you have any words of advice for current or prospective ��˾��ֱ�� students?

I think a lot of students entering post-secondary studies feel pressured into pursuing certain things or completing their studies in a certain way. I would encourage students to think carefully about what they take on. Be aware from the outset that things can get stressful.

Also, it can at times feel lonely and isolating trying to get through your degree. There are things we can do about that. If students can honour who they are instead of punishing themselves, that can be so beneficial.

Campus involvement hugely benefited my personal wellbeing. I really urge students who have the capacity to involve themselves in student activism. Learn as much as possible about how the university functions – the history, dates and deadlines, restrictions, procedures, services – and then find a community of people that will fight with you for what you need. For example, the awards officer at Woodsworth helped me access thousands of dollars of financial support, on multiple occasions, which really improved my well-being and academic capacity.

Finally, communicate to the best of your ability with your college registrar and professors if you’re experiencing problems. It can feel like the end of the world, but if you say, “I'm struggling, is there a way I can get an extension?” – they might just say yes.

��˾��ֱ�� graduate Dede Akolo, a writer and poet, on why it's 'important to find a community'

Christopher.Sorensen — Wed, 06 Nov 2019 13:43:50 +0000

��˾��ֱ�� graduate Dede Akolo, a writer and poet, on why it's 'important to find a community'

Christopher.Sorensen Wed, 11/06/2019 - 08:43

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Dede Akolo, who is graduating with a double major in equity studies and literature and critical theory, poses with their 2019 Gordon Cressy Student Leadership Award (photo courtesy of University of Toronto)

Topic

Faculty of Arts & Science

Originally from Vancouver, Dede Akolo graduated from the University of Toronto this week with a double major in equity studies and literature and critical theory. A member of University College, Akolo was also the recipient of a 2019 Gordon Cressy Student Leadership Award and editor-in-chief of the University College newspaper The Gargoyle.

Akolo is also an avid writer, with a particular interest in composing and performing poetry.

“University College has open mics every month and I used to perform readings there all the time,” Akolo says.

We spoke to Akolo about their experiences at ��˾��ֱ��, plans for the future and the importance of finding one’s community – in school and in life.

What has been your most memorable experience at ��˾��ֱ��?

I think it was my first year and everyone I met while living in residence. Moving across the country from Vancouver, Toronto was so different in so many ways. So, I think having a good foundation of relationships was important.

In my second year, I befriended some [senior] people as a younger student, and then when I became a fourth- and fifth-year student, I started mentoring younger people myself, through The Gargoyle and as a don in residence.

Tell us a little bit about your major in equity studies and what your plans are after graduation.

It was really cool to see a lot of mature students in equity studies – people who worked in the field, in non-profits and with certain communities. It’s very interdisciplinary in that way. There are so many people coming from different backgrounds.

I know I want to do something of service to people. I think I want to go to graduate school, but I don't know yet. I'm taking this year off and applying to schools for next fall.

My family is still in Vancouver and I do miss them. I have a lot of roots and a really huge support system there, but I also have a community here, so I think I’d like to stay in Toronto and figure out how to build my roots here. While I love Vancouver, it doesn't have the same opportunities that I'm looking for as Toronto does, such as in the arts or non-profit worlds.

Toronto is a very diverse city. What has your experience living and studying here been like?

Toronto’s different from Vancouver in a lot of ways. In Toronto, people walk faster, they’ve got places to be. The transit system works so differently. Toronto’s just bigger and faster and has more concrete!

Also, while I wouldn't call myself an activist necessarily, it definitely comes into the kind of work that I want to do – for social justice and for the betterment of people. And there’s a real hub for that in Toronto, as well as such a history of really amazing social movements because of the city’s diversity. And from within Toronto, you can make big connections to all across the world.

How did you develop your interest in writing? What role does writing play in your life, and what do you hope to keep doing with writing?

I got interested in writing at a very early age, so I've been writing for a really long time. My parents really believed in making us into citizens of the world, so they put us in a lot of arts programs and we did a lot of travel. So, when I was a kid, they really encouraged my writing.

Writing has been an expressive creative outlet for me. It’s a way to put my thoughts into imagery and make them more concrete. It plays a huge part in how I process emotions and it’s a way for me to express my views on the world.

Writing is actually a big part of why I want to stay in Toronto. The writing community here is really beautiful and blossoming. University College has open mics every month and I used to perform readings there all the time.

As editor-in-chief of The Gargoyle, there was actually a lot of office stuff to do as opposed to writing – like payments, budgeting, managing people, making sure that editors were doing things on time.

If you had any pieces of advice for younger students, what would it be for them to get the most out of their ��˾��ֱ�� experience?

It’s important to find a community. Find the people who can help you with advocating for yourself. You have to know your rights as a student.

Mental health is important. I personally had good experiences with some of the services that I’ve sought, but that’s not the case for everyone. I want people to know that while there are systems that feel like they bog you down, there are also communities and people in place that want to change those systems and want to do so much good.

Mental health ties into things like financial security, housing security and accessibility, so organizing a community around yourself is so important for dealing with those things. You'll find a community if you look.

I also think it’s important to be purposeful with the people you want to see, the things they say and do, and the communities that you want to be a part of – in order to create the goodness that you want to put out into the world.

Organizing with students around issues that are meaningful to you can give you a sense of agency in an atmosphere like a big university that can sometimes be isolating.

It’s so much more fruitful to build a community that is purposeful.