17 Module summary

In this module we explored the meaning of allyship as an ongoing, lived commitment to making strategic choices and actions that challenge the practices, policies, and systems that exclude and oppress marginalized groups in post-secondary education. Along the way, we discussed foundational concepts such as implicit biases, performative allyship, and the distinction between intention and impact to get a deeper sense of how authentic allyship looks and the potential pitfalls in this area of social justice.

With that conceptual foundation in place, the module invited you to reflect and become aware of the “work before the work” involved in becoming an ally, namely, the importance of taking time to develop your literacy, build relationships, and practice reflection. Lastly, we introduced the three spheres of social change (concern, influence, and control) to help you find concrete, actionable, and effective ways of enacting allyship within your own context and role at your institution.

As authors of this module, it is our hope that these tools and strategies will empower you to either embark in the journey of allyship or to continue to grow as an ally to the marginalized groups within your sphere of concern.

Earlier, we asked you to choose a marginalized group in Canadian postsecondary education as case study for the various learning activities in this module. If you chose a group and worked through the activities, you have already started the work before the work involved in becoming an ally for that group. We invite you to continue learning and take the next step to build meaningful relationships with this group as you reflect on ways to use your privilege and power to advocate for greater equity, diversity, and inclusion in your institution.

Lastly, we invite you to take a minute to look over the section on resources for further learning. We hope you’ll find something to motivate you and support you as you continue to travel this path.