1 Who is an ally?

Allyship is often mischaracterized as a fixed identity, a status one can claim through intention alone. However, contemporary scholarship in critical race theory, feminist pedagogy, and anti-oppressive education emphasizes allyship as a continuous, active process rather than a static label (Kendi, 2019; Bishop, 2002; Ahmed, 2012). 

To be an ally is not enough to self-identify as one, but to engage in ongoing, accountable acts of solidarity with marginalized communities. This requires critical self-reflection, a willingness to listen and unlearn, and a sustained commitment to challenging systems of oppression, not just once, but continuously. In our classroom, we have opportunities to practice allyship every day. 

Classroom Example – Digital Privacy

Imagine you are a postsecondary professor in Manitoba, beginning a seminar on media ethics. You start by asking your students to reflect on their own assumptions surrounding digital privacy, not just as a personal or abstract principle, but as an opportunity to act as allies for those who are most vulnerable to breaches of privacy or surveillance. You share a personal anecdote about your own challenges in balancing transparency and confidentiality in previous research, highlighting moments when your decisions could have either protected or inadvertently exposed marginalized voices.

You acknowledge mistakes you made, such as unintentionally excluding certain perspectives, and describe how you addressed these gaps through open, collaborative dialogue, an act of allyship grounded in listening and co-creating ethical solutions with those affected. As you guide the class through case studies, you encourage students to critique ethical dilemmas not only from a theoretical standpoint but also by considering how their own biases, privileges, and capacity for allyship shape their responses.

Throughout the discussion, you model reflexivity by continuously posing questions like, “How might our own assumptions shape the way we interpret ethical boundaries here? In what ways can we act in solidarity with those whose privacy is most at risk?” You demonstrate accountability by revisiting overlooked elements raised by students, ensuring these insights inform future lesson plans and classroom practices. Reinforcing that true allyship is ongoing, responsive, and anchored in ethical responsibility.