Decolonization requires non-Indigenous Canadians to recognize and accept  the reality of Canada's colonial history, accept how that history impacts  Indigenous Peoples, and how it continues to subjugate Indigenous Peoples  [past and existing]. An analysis of this impact should include the ways in  which this is connected to transnational systems and structures of  colonization and foster an appreciation of the richness of Indigenous cultures  to create space for the restoration of Indigenous ways of knowing, being and  doing. *Note: The term “decolonizing” is preferred over “decolonization” or  “decolonized” to demonstrate that the process is ongoing. 

From: TMU Dimensions Action Plan

Disability refers to a broad range of medical conditions an individual can have  from birth due to an accident, or developed over time, which impact an individual’s ability to function. Disability can also be described as a broad range of functional or social limitations that impact an individual’s ability to perform an activity. These two definitions reflect two perspectives on  disability: the medical model and the social model. Disabilities can be visible  or invisible, permanent, temporary, or episodic, and can include, but are not  limited to:  

● Addiction (e.g., alcohol, drugs, gambling)  

● Developmental disability (e.g., autism, ADHD, Down syndrome)  

● Health disability/chronic conditions (e.g., diabetes, cancer, asthma)  

● Learning disability (e.g., dyslexia, dysnomia)  

● Mental health condition/mental illness (e.g., schizophrenia,  

depression, anxiety disorder)  

● Physical disability (e.g., cerebral palsy, spinal cord injury, amputation) 

● Sensory disability (e.g., hearing or vision loss)  

Note: Disability is an evolving concept, and people may choose to self identify with disability at different times in their lives in different ways. There  is disagreement over the use of “identity-first language” (e.g. “a disabled  person”) and “person-first language” (e.g. “a person with a disability”); these  terms are alternated terms in the Handbook to reflect different ways of self identifying. 

From: TMU Dimensions Action Plan

Disaggregated data refers to data broken down into specific factors, such as  gender, race, disability status, sexual orientation, and Indigenous identity.  Disaggregated data can be used to support a more intersectional analysis by allowing the data analyst to better understand the differences in experiences between, for example, a cisgender, able-bodied woman, and a disabled trans woman. However, it can also be used to mask inequities within groups; data disaggregated only by race, for instance, might show good representation of  racialized individuals in the natural sciences, while masking the underrepresentation of Black scientists in particular. Disaggregated should not be confused with siloed and should be one piece in the EDI-in-SRC narrative. 

From: TMU Dimensions Action Plan

Discrimination is the intentional or unintentional denial of equal treatment, civil liberties and opportunity to individuals or groups with respect to education, housing, health care, employment and access to services, goods, and facilities. Can occur based on ancestry, place of origin, ethnic origin, citizenship, creed, record of offences, race, colour, nationality, sex, age, religion, gender identity, gender expression, political affiliation, marital or family status, sexual orientation, and disability.

Individual discrimination: The unequal and prejudiced treatment of individuals based on their identity or membership to a particular group.

Systemic/institutional discrimination: Systemic discrimination is institutionalized. Systemic discrimination is embedded and practiced in social institutions, such as: government, policies, religion, education, and organizations. Results in the exclusion and stereotyping of the targeted groups.

From: TMU Dimensions Action Plan

Difference or variety is a characteristic of nature, human society and the  academic world. Efforts to increase representational or numerical diversity  are enabled by the institutional commitment to EDI. Fundamental to  education and employment equity is the cultivation of an institutional  environment in which those who have been historically disadvantaged, and  are currently underrepresented, can gain access to, and flourish within, the  university. Representational diversity is an outcome of proactive measures to  correct systemic disadvantage and to create equitable opportunity structures  and pathways for a critical mass of those who are historically disadvantaged  and underrepresented. In the university, diversity may also refer to  philosophical or perspectival differences, institutional types, disciplinary  fields, ways of knowing, and theoretical and methodological variations, as  well as the roles and ranks of students, staff, faculty, administrators, senior  leadership and alumni. Identity-diversity shapes – and is shaped by – voice,  representation, experiences in the workplace and in the research and  teaching ecosystems, international experiences, and service and community  engagement.  We value and respect diversity of knowledge, worldviews and experiences that come from membership in different groups, and the contribution that diversity makes to the learning, teaching, research and work environment.  (Source: Recruiting & Hiring Diverse Faculty Guidelines) 

From: TMU Dimensions Action Plan