The past doesn’t change. However, we can examine it through new perspectives and gain deeper insights.

History isn’t a fixed straight line – it’s a radiant story we tell that expands as we ask better questions and find more dynamic answers. Much of what we do when we make RRC Polytech a reflection of the people that learn and work here are demonstrations of anti-racism even without being explicitly labelled as such.

To understand how far RRC Polytech has come, we should continually revisit and re-evaluate our history. The one constant we rely on is the fact that the College has adapted to meet the needs of Manitobans joining the workforce since day one.

RRC Polytech’s roots trace back to 1938 with the founding of the Henry Ave. and St. Boniface Vocational Education Centres, which were created to train workers for job vacancies that opened during World War II.[1] In 1942, the Manitoba Technical Institute (MTI) opened at 1181 Portage Ave. and became the official name for the institution as a whole.[2] After the St. Boniface centre closed in 1944, MTI retrained returning servicepeople in 1945 to help them reintegrate into civilian life. By 1948, MTI was Manitoba’s first post-secondary vocational institution that was independent of wartime needs.[3]

Notre Dame Campus opened in 1963 as the Manitoba Institute of Technology (MIT). Buildings DEF were added in 1969 and called the Manitoba Institute of Applied Arts (MIAA) to expand the College’s range of offerings as technology became more widespread and demand for technical skills rose.[4]

The names that were taken up until now intentionally included “technology” and “institute” to reflect the practical applications of the work that students would prepare for in the workforce, but as MIT/MIAA’s purview expanded, a new descriptor was needed to accurately capture the extent of the institute’s offerings.

That same year, the Manitoba Government announced that vocational schools in Winnipeg, Brandon, and The Pas would transition into community colleges – an indicator that held a higher prestige than simply “college” or “vocational school,” and would position the institutions closer to “university.” A province-wide vote was launched through newspaper ballots which invited Manitobans to choose a name for MIT/MIAA.

The three options presented were:

• La Vérendrye Community College – commemorating the French explorer’s 1738 journey to the Red and Assiniboine Rivers;
• Peguis Community College – commemorating the Saulteaux chief who aided early Selkirk settlers, and;
• Red River Community College – referring to the river that has long been a resource for Indigenous Peoples, named by the Anishinaabeg and Ininiwak for its red clay riverbed.

Despite Red River Community College receiving the most votes, the decision was met with resistance at the time. Some students felt excluded from the process and that the value associated with the MIT name would be lost – a name that positioned the institution closer to the esteemed Massachusetts Institute of Technology (MIT). A student-led boycott collected over 600 signatures and one student at the time told the Winnipeg Free Press, “When I think of Red River, I think of the muddy Red… what Fort Garry dumps their sewage into.”[5]

In response, College leadership allowed students to choose which name appeared on their diplomas, which eased the tension of the transition.[6] This moment illustrates how institutional identity and collective memory are formed not just by decisions that were made, but by the conversations and conflicts surrounding them.

RRC Polytech’s identity further developed in 1990, when the College hosted a regional Multicultural Workshop in partnership with the Association of Canadian Colleges. Post-secondary institutions examined how they served Indigenous and multicultural communities to see how they could address gaps in representation and where more equitable practices could be implemented.[7]

That same year, in response to a challenge from Vice-Chief of the Assembly of First Nations, Ovide Mercredi, the College established the President’s Task Force on Services to Multicultural and Aboriginal Communities. The Task Force developed a two-fold mandate: to recommend improvements to services for Indigenous and multicultural learners and to create a formal race and ethnic relations policy for the College.[8]

The timing of Mercredi’s challenge captured the spirit of Manitoba in the late 80s and early 90s regarding the rights and recognition of Indigenous Peoples in Manitoba. This time itself was a period of fast change as well as a culmination of long-coming change. The last Residential School in Manitoba closed in 1988 before becoming a Day School, which closed in 1996, and the increasing presence of Indigenous students in public schools in Manitoba encouraged the Manitoba Government to request that all schools incorporate Indigenous Perspectives into all curricula in 1995. In 1998, Manitoba was the first province to create a provincial nominee program for immigrants, reflecting the rise of immigration in the province – or, rather, a motivation to encourage immigration.

In 1993, Don Robertson was appointed as the College’s first Dean of Aboriginal Education and Institutional Diversity – a role that set the foundation for culturally relevant programming.[9] The Aboriginal Resource Centre, now the Indigenous Support Centre, opened in 1998 to offer holistic support grounded in Indigenous knowledge and practices.

In 1995, the Language Training Centre moved from the Massey Building to the Union Station, and the centre expanded its English for Specific Purposes to a wider range of programs like nursing, apprenticeships, and entrepreneurship.[10]

The College’s first Pow Wow was organized in 2000 to celebrate Indigenous excellence in a traditional way; and this year, we celebrated the 25^th annual Graduation Pow Wow, marking a quarter-century of honouring Indigenous tradition.

These milestones mark more than just institutional progress – they are tangible steps toward decolonizing an education model originally designed during the industrial era to funnel workers into factories and support wartime production needs.

This education model, which valued efficiency and conformity, stands in contrast to Indigenous ways of knowing – where education is lifelong, land-based, and deeply relational. The Schools of Indigenous Education and International Education show that education must be delivered with context and culturally-informed staff – not through a one-size-fits-all model. Expanding our approach to meet not just academic needs but also cultural, emotional, mental health, and social needs is an essential act of anti-racism.

And so, the conversation around the College’s name becomes a question of: how can we represent everything we offer and the people that benefit from our services accurately?

In 1997, the Board of Governors removed “Community” from Red River College and extended the name to Red River College of Applied Arts, Science and Technology to encompass all fields of study offered at the College. Conversationally, though, the institution was widely referred to as “Red River College” or “RRC.”

In his 2012 book, Changing People’s Lives: An Illustrated History of Red River College, Dave Williamson, Dean of Applied Arts and Business, 1983 – 2006, writes: “Ironically, Community was being dropped in 1997 for the same reason it was adopted in 1969 – to suggest that Red River was something more – that it wasn’t just a trade school by the airport.”[11]

The term “college” was, again, considered less prestigious than “university.” Instead of being seen as a real option for post-secondary education, it was often thought of as something in between high school and university.

Regardless of how the College is named, learning has always occurred here. The conversation has always been about how to best represent the services we provide to people and the people that benefit from our services. And that has consistently changed as the institution has become more conscious of the needs of the people it serves.

Fast forward to 2021, when the College took on its current name: Red River College Polytechnic (RRC Polytech), in a press release, the College stated:

“Embracing this new identity recognizes RRC Polytech’s evolution into a unique kind of post-secondary institution that blends deep, theoretical learning with applied, hands-on experience, and highlights the important role our graduates will play in growing Manitoba’s economy as our province recovers from the pandemic and looks to the future.”

Along with the name change, the five-year Strategic Plan 2022 – 2026 dubbed: In Front of What’s Ahead introduced the College’s vision and mission and three priorities that elevate relationships and delivering education to people. The new name and strategy better capture the actual impact we have on the economy, innovation, and communities not just in Manitoba, but across the world – because this change is driven by the people who want it.

The Red and Assiniboine Rivers have been places of gathering, trade, governance, and teaching since time immemorial. Today, RRC Polytech continues that legacy by offering modern pathways for people to pursue careers that bring meaning to their lives and offers them the knowledge and skills to make change in their communities.

We honour that responsibility in both name and action. The names of our spaces – Manitou a bi Bii daziigae in Anishinaabemowin, Where Creator Sits and Brings the Light, and Mitakuye Oyasin Okciyape in Dakota, All My Relations Helping Each Other – were gifted to us by Indigenous Grandparents, who are members of our community as Elders-in-Residence and members of the Knowledge Keepers Council. These names reflect an affirmation in our relationship to place, language, and community. As we move forward on our people-focused path, we are branching the spokes of our history in a larger, more comprehensive wheel.

Today, we have International Education; the School of Indigenous Education with Elders-in-Residence; Indigenous Strategy, Research and Business Development; Truth and Reconciliation and Community Engagement with the Knowledge Keepers Council; the Anti-Racism Action Committee and its subcommittees; Equity, Diversity, Inclusion and Accessibility; and so much more. These initiatives and areas are all driven by people who want to make the College a better place to work and learn.

As we look back, we recognize that the story of RRC Polytech is shaped by the people who continue to move it forward – students, educators, community leaders, and Knowledge Keepers. Our history is not static – it is a living, breathing process of becoming. By looking back, we are getting in front of what’s ahead.

• [1] Dave Williamson, Changing Peoples’ Lives: An Illustrated History of Red River College (Red River College, 2012), 5.
• [2] Williamson, 7.
• [3] Williamson, 9.
• [4] Williamson, 32.
• [5] Williamson, 40.
• [6] Williamson, 41.
• [7] Williamson, 119.
• [8] Williamson, 141.
• [9] Williamson, 143.
• [10] Williamson, 146.
• [11] Williamson, 156.

Post written by Dr Obren Amiesimaka, Justine Hawley and Atreya Madrone, Gender and Sexual Diversity Group Members at RRC Polytech.

May 17^th every year is the International Day Against Homophobia, Transphobia, and Biphobia (IDAHOBIT). This year, we hear three voices speaking about its importance.

What does IDAHOBIT mean to you?

1. I think that this day acknowledges the fight for acceptance, the people who face adversity because of bi-, homo-, transphobia, and a reminder that we are still here and that we all need to do our part to keep hate from spreading.
2. Solidarity. IDAHOBIT is a day to remember 2SLGBTQIA+ folx who have died due to homo-, bi- or trans- phobia (the murdered and those who anti-queer hostility made die or chose their exit). IDAHOBIT calls us to be intentional in building a world that is respectful of the rights of the 2SLGBTQIA+ community – a world free from homo-, bi- or trans- phobia.  
3. In an ideal world, IDAHOBIT would be a day of action to commit to addressing homo-, bi-, and transphobia. I struggle with days like IDAHOBIT, as they often seem a performative way to acknowledge systemic violence without doing anything about it. What does it mean to have so many days acknowledging marginalized communities throughout the year, but we very rarely see widespread, systemic change that directly benefits those communities? Perhaps this IDAHOBIT can be a conversation starter to make real change in our communities and institutions.

What does homo-, bi-, trans- phobia mean to you?

1. I believe that bi/homo/transphobia comes from misunderstanding, ignorance, or hate. Not everyone who exhibits bi/homo/transphobic behaviour is a bad person, I think there are truly some people who simply do not know better. There are some that are raised to think and believe one thing but once they learn more about queer people and culture, they realize it’s not as big of a deal as others seem to think.
2. When dealing with marginalised communities, people have a choice to either treat that community as the ‘other’ through the lens of hate, or to honour and respect them in love. The unwillingness to choose love is borne out in homo-, bi- and trans- phobia, but loving is much easier. 
3. Homo-, bi-, and trans-phobia to me is a form of systemic violence that is part of our built environment and institutions. They are cornerstones of white supremacy and settler colonialism. While individuals perpetuate these systems, ultimately, they are machines designed to force conformity and keep certain people excluded.

How have you been impacted by homo-, bi-, trans- phobia?

1. I was raised with the idea that bisexuality isn’t real, you’re gay or straight and that homosexuality is fine… but still gross. It was difficult coming to terms with the fact that I was bisexual. I was afraid that I was a degenerate that couldn’t fully commit, that I was probably just gay and pretending to like the opposite sex, or that I was actually straight and looking for attention. None of these things are true, they were harmful stereotypes that I had grown up with. This led to a lot of self-doubt, feeling isolated, and a delayed acceptance of myself. While not a unique experience to queer people, it was difficult. I had many queer friends who were out and proud and I didn’t feel like I had the right to be in queer spaces. 
2. Amongst others, the impact has been due to the lack of laws respecting 2SLGBTQIA+ rights in some countries I’ve lived in or visited. Over 60 countries criminalise 2SLGBTQIA+ folx. Hence, when I have been unable to avoid such places, I have borne the extra burden of making efforts to maximise my personal safety whilst in-country. This is an example of the oft-unseen challenges that 2SLGBTQIA+ folx face besides other intersectional hurdles in just living life.
3. Everyone is impacted by homo-, bi-, trans- phobia, whether they know it or not. Hetero- and cis-normativity (the idea that everyone should be straight, cisgender, and match strict definitions of what that means), impacts mine and everyone’s ability to fully explore and express themselves. In more tangible ways, homo-, bi-, trans- phobia impacts me every day as I try to find a bathroom, fill out paperwork, or talk about my partner.

What does a world without homo-, bi-, trans- phobia look like to you?

1. A world without bi/homo/transphobia is a world with no questions asked. A trans woman wants to join a sports team, a gay man and his husband want to adopt a child and grow their family; a bisexual person isn’t questioned about the validity of their sexuality based on a partner’s gender.
2. In such an ideal world, being 2SLGBTQIA+ would be absolutely unremarkable and universally treated the same way as being heterosexual and cis-gendered. This would be reflected in everything from language and culture to faith and norms, and importantly in the law. However, the words of Rev Dr. Martin Luther King Jr. are instructive: “It may be true that the law cannot make a man love me, but it can stop him from lynching me, and I think that’s pretty important.” Hence, a good start would be a world where 2SLGBTQIA+ folx have truly equal rights enshrined in the laws of every nation.
3. White supremacy and settler colonialism dismantled! Land back! 2SLGBTQIA+ people honored, valued, and respected! More queer and trans elders! More queer and trans children!

What kinds of homo-bi-transphobic myths would you like to dispel? 

1. The only gay agenda that is happening is the ongoing joke that one even exists. We’re people, we want to work in a safe environment, we want to love who we choose without societal pressure, we want to live in peace and just enjoy our lives. 
2. No one can make anyone 2SLGBTQIA+. There are no ‘recruitment’ efforts; not Pride, not queer folx just living out and proud, not having queer groups in schools, nothing! More people openly identify as 2SLGBTQIA+ today because of the hard-won advancements in equality for the community and nothing else.
3. I would like to dispel the myth that you can know someone’s gender or sexuality by how they look, what their pronouns are, or what their name is. Gender and sexuality are things everyone experiences inside their own mind and bodies (I always like to say there are as many experiences of gender and sexuality as there are people in the world). Because of that, you do not know someone’s gender or sexuality until they tell you.

What advice would you give to help people uphold the spirit of IDAHOBIT?

1. Just be kind. It’s really that simple. Let people love who they want, express themselves in the way they choose, and let people have the freedom to be who they want.
2. Choose love. Choose the option that respects, elevates and loves your 2SLGBTQIA+ neighbours as your equals.
3. Concrete actions would be to use people’s correct pronouns and names. When meeting people, don’t assume their or their potential partner’s gender. Introduce yourself with your name and pronouns every time. Beyond that, truly begin to examine your thoughts and actions. Break down hetero- and cis-normativity in your brain and belief system. Start small by thinking about your own gender and sexuality. What does it mean to you? Where did you learn it?

As of 2018, Parliament designated May as Canadian Jewish Heritage Month, celebrating the contributions Jewish Canadians have made over the last 250 years and continue to make within communities across the country.

This type of observance helps us understand one another on a deeper level by highlighting communities and cultures. Acknowledging and appreciating the important contributions that Jewish Canadians have made to Canada from social to economic to political and more, highlights the country we have built together.

Learn more about Jewish culture and history, and celebrate Jewish Heritage Month with the following resources:

• Jewish Canadian History

• Jewish Heritage Guide

National Film Board of Canada:

• The Jews of Winnipeg, Bill Davies, 1973 | 27 min.
• Full Film Selection for Canadian Jewish Heritage Month
• 12 Books to read for Jewish Heritage Month via CBC
• The Secret Life of Canada: Jewish Montreal: A culinary history – A CBC podcast episode
• CCDI Webinar: Antisemitism: How to recognize and prevent it in the workplace
  • Login is required. Free to sign up for RRC Polytech staff.

Every May, we celebrate Asian Heritage Month — a time to learn about the rich histories, cultures, experiences, and contributions of Asian communities that have shaped Canada into the vibrant and diverse country it is today. It’s also an opportunity to reflect on ongoing challenges and commit to advancing equity and inclusion.

This year’s theme, “Unity in Diversity: The Impact of Asian Communities in Shaping Canadian Identity,” highlights the diversity within Asian Canadian communities and their vital role in strengthening a shared Canadian identity.

At RRC Polytech, we recognize that diversity is one of our greatest strengths. This month, we invite all students and staff to participate in learning, reflection, and community celebrations. Whether you’re attending an event, exploring a new story, or engaging in conversation, every action helps foster a more inclusive campus and society.

Learn, Reflect, and Act

• Government of Canada Resources
  • Asian Heritage Month Portal – Learn about the history, events, and significance of this commemorative month.
  • Significant Events in the History of Asian Communities in Canada – Discover key milestones across 40+ Asian heritage communities.
  • Noteworthy Canadians of Asian Heritage – Explore biographies of Asian Canadians that highlight leadership and impact.
  • Addressing Anti-Asian Racism – Resources to raise awareness and promote action against discrimination.
• Canadian Centre for Diversity and Inclusion (CCDI)
  • Educational Resources on Anti-Asian Racism – A guide on the history, current realities, and actionable steps to anti-Asian racism.
  • Webinar: Asian Heritage Month Panel – May 6, 2025 – Hear from community leaders who are breaking barriers and building equity.
• Other Resources
  • National Film Board – Asian Communities in Canada  – Watch films celebrating Asian Canadian voices and experiences.
  • Winnipeg Public Library – Asian Heritage Guide – Booklists and resources for all ages focused on Asian Canadian history and culture.
  • Asian Heritage Society of Manitoba – Dedicated to recognizing the contributions of Asian Canadians through arts, culture, and heritage. Learn more through their resources:
    • What is Asian Heritage Month?
    • Asians in Early Canada
    • A Brief History of Asian Canadians
• RRC Polytech’s Anti-Racism Initiatives
  • Anti-Racism at RRC Polytech
  • Join the Anti-Racism Action Committee
  • Anti-Racism Learning Toolkit – Library and Academic Services

Get Involved: Local Events in Manitoba

Presented by the Asian Heritage Society of Manitoba:

• Opening Ceremony
  • Thursday, May 8| 6:00 pm – 8:30 pm| Legislative Assembly of Manitoba
  • Join the official launch of Asian Heritage Month 2025 with guest speakers and cultural performances.
• CanAsian Arts On the Move
  • Thursday, May 8| 7:00 pm | Virtual
  • A national showcase of performances from five cities, featuring Winnipeg’s Great Wall Dance Academy, followed by a live Q&A.
• Taste of Asia – Asian Canadian Showcase
  • Saturday & Sunday, May 24-25| 2:00–7:00 PM| Memorial Park & Blvd.
  • Celebrate culture through live music, dance, martial arts, food trucks, markets, and more.
• FascinAsian Film Festival
  • Friday – Sunday, May 23-25| Winnipeg Art Gallery WAG-Qaumajuq
  • A Prairie-based film festival highlighting Asian filmmakers through screenings, panels, workshops, and the Building Bridges Award ceremony.
• Honouring Resilience, Uplifting Stories — A Conversation With Dr. Art Miki
  • Tuesday, May 27| 5:30 pm| Amber Trails Community School
  • Dr. Art Miki shares powerful stories of perseverance and advocacy from his book Gaman – Perseverance: Japanese Canadians’ Journey to Justice.

Asian Heritage Month is not just about reflection—it’s also a call to meaningful action. We encourage everyone at RRC Polytech to participate, listen, learn, and celebrate the voices and stories that continue to shape our communities.

When Bias Brings Silence, I Chose to be a New Voice

by Hosna Safiarian – Instructor, Data Science and Machine Learning, RRC Polytech

In the world of technology, bias is not just a statistical error or a flaw in an algorithm. Bias is the absence of voices that deserve to be heard. When data is unequal, decisions become unequal too and that imbalance gradually turns into silence, excluding half of society from shaping, innovating, and building the future.

I know that silence well. I’ve experienced it many times throughout my professional journey but instead of accepting it, I chose to be a new voice.

My journey began when I was just thirteen. Alongside a team of girls, I won a national programming competition at a time when seeing girls in such spaces still felt rare and unusual.

That moment sparked a flame in me, one that led me to pursue a degree in Information Technology in Iran.

Very quickly, I realized that the lack of diversity in classrooms and teams wasn’t just a surface-level observation, it was systemic bias. And when left unchecked, bias grows roots: in unfair decisions, in one-sided designs, and in structures that fail to reflect the whole of society.

Those experiences led me to data science. Not just to analyze numbers, but to bring back the voices that had been left out of the data for far too long.

Along this path:

• I’ve published over 15 academic papers in artificial intelligence and data science,
• Volunteered in girls’ schools to teach computer science and make knowledge more accessible,
• Translated technical IT resources into Persian to break down language barriers,
• And led several high impact fintech projects with the belief that knowledge, when not accessible to all, cannot deliver justice.

In my work, I’ve used the power of data to demonstrate one thing clearly: when we remove bias from decision-making, we don’t just restore fairness, we unleash innovation, profitability, and belonging.

In redesigning a banking application, data revealed that every major decision had been based solely on male user behavior. By introducing insights from female users, I balanced the user experience and created a product that served all users which led to a significant increase in engagement and financial transaction volume.

In analyzing hiring processes, I discovered that roles and opportunities were often unconsciously distributed based on gender stereotypes with certain positions assumed to be for men and others for women, regardless of actual skills. Through data-driven evaluation systems, I helped challenge those assumptions and build fairer pathways for recruitment and advancement resulting in greater diversity and innovation within tech teams.

In a social impact project, I used labor data to show that simply implementing policies like flexible working hours and childcare support could dramatically increase women’s retention in the workplace a benefit not only for women, but for the entire economy and society.

And that was just the beginning. Every project I led wasn’t just a technical achievement, it was a step toward change, balance, and human progress.

Today, as a data science instructor in Canada at RRC Polytech, I am proud to see more and more girls sitting alongside boys in my classrooms. It means the voices once ignored are now being heard, voices rooted in data, analysis, courage, and awareness.

And my mission is clear: To inspire, educate, and support women who don’t just want a seat at the table in tech, they want to redesign the table.

If bias is a silence in the data, I chose to be the voice that breaks it.

This year, Yom HaShoah starts on the evening of April 23 and continues to the evening of April 24.

Yom HaShoah, or Holocaust Remembrance Day, commemorates the lives and heroism of Jewish people who died in the Holocaust. Each spring, the community comes together at the Manitoba Legislature to commemorate the six million Jews who perished in the Shoah.

On April 24, the Jewish Federation of Winnipeg will hold the Annual Public Holocaust Commemoration from 11:45 am to 12:45 pm at the Grand Staircase, Manitoba Legislative Building, 450 Broadway.

This ceremony features candle lighting, music, readings and prayers. All are welcome to attend. Register for the commemoration event here.

Following Yom HaShoah, there are week-long commemorations in the community, including synagogue services, film screenings, and educational programs. RRC Polytech will lower its flags in observance of Yom HaShoah.

Passover (Pesach) is a sacred Jewish holiday celebrated around the world each spring to commemorate the liberation of the people of Israel from slavery in Egypt. Passover began before sundown on Saturday April 12, 2025, and ends after nightfall on April 20, 2025.

During these eight days, this sacred holiday is celebrated with Seder feasts of traditional and symbolic foods, like matzah (an unleavened bread) and bitter herbs, the re-telling of the Exodus story and prayer. This holiday holds profound significance and a reminder of resilience and hope. It is a time to reflect on the enduring spirit of the Jewish people.

At RRC Polytech, diversity is one of our greatest strengths and that the College is home to thousands of employees and students from all different backgrounds – including those from the Jewish community.

Chag Pesach Sameach (Happy Passover) to all staff, faculty and students who celebrate this holiday. 

May this celebration hold joyous times for you and your families. 

This blog post was written by Sarah Coyle, an Instructor at RRC Polytech and a member of the Neurodiversity Group.

June 2024 marked the exciting launch of the Neurodivergent Working Group at RRC Polytech!

This initiative, born from a desire to foster a more inclusive and understanding campus environment, is already making significant strides in supporting our neurodivergent students, faculty, and staff.

Why a Neurodivergent Working Group?

The reality is that neurodiversity – the natural variation in human brain function and behavioural traits, often including conditions like autism, ADHD, dyslexia, and more – is present throughout our college community. Recognizing and celebrating these differences, rather than viewing them as deficits, is crucial for creating a truly equitable and thriving institution.

The Neurodivergent Working Group was established to:

• Raise awareness and understanding: Educate the college community about neurodiversity, challenge misconceptions, and promote acceptance.
• Advocate for inclusivity: Identify and address systemic barriers that may disproportionately affect neurodivergent individuals.
• Foster a sense of belonging: Create a safe and supportive space for neurodivergent individuals to connect, share experiences, and feel understood.
• Inform policy and practice: Provide valuable insights and recommendations to college leadership on how to better support neurodivergent members of our community.

Action in Motion: Initiatives Taking Shape

Since its inception, the Neurodivergent Working Group has been actively engaged in a variety of initiatives, demonstrating the passion and commitment of its members. This is a fluid group, recognizing that individuals have varying levels of time and capacity. We offer different levels of engagement:

• Passive Participation: For those who wish to stay informed and support the group without taking on active tasks, we offer an MS Teams group for updates, resources, and event announcements.
• Active Involvement: For those looking to contribute more directly, there are opportunities to participate in planning, organizing events, developing resources, and more.

Mark Your Calendars: The Red Forum Session!

A key upcoming initiative is a dedicated session at the annual Red Forum conference. This will be a fantastic opportunity to raise awareness about neurodiversity within the College, share the group’s mission and early achievements, and engage in meaningful conversations with a wider audience. We’re hoping to have as many staff members as possible attend this event.

Looking Ahead: Future Initiatives

The Neurodivergent Working Group has a vibrant vision for the future, with several initiatives already in the planning stages, including:

• A Mentorship Program
• A Student-Led Neurodiversity Support Group
• Identifying Neurodiversity Barriers in Workplace Environments
• Neurodiversity Speaker Series
• Infographic Development
• Team-Building Activities

Join Us in Building a More Inclusive Future!

The Neurodivergent Working Group is an evolving and welcoming space for anyone interested in learning more about and supporting neurodiversity at RRC Polytech. Whether you identify as neurodivergent, have neurodivergent family members or friends, or are simply passionate about creating a more inclusive community, your voice and participation are valued.

RRC Polytech staff can join the Neurodiversity Working Group by:

• filling out the MS Form,
• joining our Teams Channel, or
• emailing us at diversity@rrc.ca.

International Day of Pink is celebrated every year on the second Wednesday in April. It’s a day to create a more inclusive and diverse world by challenging social norms and standing up against bullying towards their 2SLGBTQIA+ peers.

This year’s theme is Re-Emergence, which recognizes the brave actions of 2SLGBTQIA+ activists who have worked, and continue to work, toward creating safer, more inclusive communities.

International Day of Pink is a day to stand in solidarity with those who have faced discrimination due to their sexuality, gender identity, or gender expression. It’s a reminder of the ongoing fight for equality and acceptance.

At RRC Polytech, Campus Well-Being, in partnership with the Gender and Sexual Diversity Working Group, will host booths at both NDC and EDC to raise awareness and share resources. Stop by to make your own International Day of Pink button, create custom designs, and commit to supporting inclusion at RRC Polytech.

• NDC
  • When: Wednesday, April 9, 2025
  • Time: 11:00am – 1:00pm
  • Location: Library Hallway (Mall Level), Notre Dame Campus

• EDC
  • When: Thursday, April 10, 2025
  • Time: 11:00am – 1:00 pm
  • Location: Upper Agora, Manitou a bi Bii daziigae, Exchange District Campus

To learn more about this year’s theme, visit the International Day of Pink website.

World Autism Awareness Day is an annual observance on April 2, designated in 2008 by the United Nations to acknowledge the lived experiences of individuals who have autism spectrum disorder (or autism), while advocating for their rights and bringing awareness to inequities.

Also known as World Autism Acceptance Day, the observance highlights the importance of accepting, supporting and including people with autism, so they can lead a full life and make meaningful contributions at work, at home and in the community.

At RRC Polytech, our Neurodiversity Employee Working Group plays a key role in fostering conversations about autism. They had the opportunity to collaborate with the Anti-Racism Action Committee on Immersive Stories during Inclusion Week, where they featured and interviewed Wilson Reid, a member of the Neurodiversity Working Group and an Instructor at RRC Polytech, who shared his personal journey of living with autism.

Today, Wilson is sharing his story again in a blog post where he discusses masking and stigma, which can be read below.

I have autism. Along with autism, I also live with bipolar 1 disorder, addictions, and Ankylosing Spondylitis. Today I’m focusing on autism. The remaining issues don’t have much overlap with autism.

For those that know me, this should come as a surprise, or at least I hope so. That’s because I perform something called masking. Simply put, masking is when I hide my struggles and try to appear like a neurotypical person. It doesn’t remove my issues, in fact it can make things worse. But, because of stigma and the pressure to “fit in”, I feel it’s necessary.  Today, I want to talk about masking and stigma.

Hang on Wilson, why are you being so public about having autism if you go to such lengths to hide it? Well, I’m not actually ashamed of autism, it is what it is.  By sharing this, I hope to raise awareness and understanding. The main reason I keep it private is to reduce stigma and avoid labels.

The way it works is very simple. If I tell someone I have autism on the first day we meet, that will frame every interaction moving forward. If we work together for a few months, and then explain I have autism, it switches to more of an explanation for certain things. The goal is to be seen as me, not as “the person with autism”.  As a huge bonus, if the other person had negative views like “Autism? So, make sure to just give them data entry work only right?” can be forcibly disproven. I’ve worked at RRC Polytech for long enough, so I’m not super concerned.

What type of stigmas am I even combating against? I could try and cite specifics, but I think it’s more useful to just think at a high level here. This person is a doctor. This person is xyz. Without saying anything else, you can probably start to make assumptions about this person, maybe even have an image in your mind. This is using labelling and stereotypes. Stigma is effectively the same thing. The main difference is that it’s negative-orientated and can lead to discrimination and prejudice.

An example, if I were to apply for a job in a factory where it’s loud, some people with autism might struggle with sensory overload and experience meltdowns. This might cause a hiring manager to automatically rule out applicants with autism, even though sensory sensitivities vary, and there are solutions like earplugs. If I didn’t disclose my autism and performed well on the job, it would challenge that assumption.

One of the challenges of that theoretical person with autism would be how to not give away that they are autistic, especially in something like an interview. I want to avoid saying how you could guess that someone is autistic, so I’m going to focus on just one thing, eye contact. In many social situations, like interviews, making eye contact is expected. For many people with autism, making eye contact feels uncomfortable, like staring into the sun.  It may sound simple, but it takes conscious effort. It’s not natural. And, over time, this masking can drain energy and cause stress.

There’s another thing about masking that you should be able to relate to. I can guarantee that you do this, even if you aren’t aware. We all adjust our behavior based on the situation. For example, we don’t swear in formal settings or act a certain way around children. For me, though, masking happens all the time. If you asked me to interact with someone without any mask, I’d likely remain silent, simply observing and evaluating the situation. This is a constant effort, and it’s exhausting.

I’ve really only touched the surface here, but I hope you’ve learnt a thing or two. Being open about autism is risky, and the effort to appear “normal” can be draining. Ultimately, all I can really ask you to do is know that not everyone is going to look you straight in the eye, that stigma is a real concern, and to understand someone with autism is usually trying their best to fit in.