By: Eden Wondmeneh
As a first-year student in social sciences, the bulk of my tutorial grade is determined by my participation in discussions. For someone who would rather be restricted to eating at Centro than be forced to speak in public, tutorials are not my ideal environment.
As the fall semester progressed, I noticed that some of these discussions supported learning while others were downright problematic. Speaking to other students in social sciences, specifically students of colour, it was clear that teaching assistants, who greatly influenced whether tutorial discussions were the former or the latter, were overwhelmingly white.
The lack of diversity in TAs is often juxtaposed with a somewhat diverse student group — where students of colour bond over the shared discomfort or hilarity of the awkwardness that settles across the room anytime a ‘hot topic’ like white privilege is brought up.
Discussions about race are often excluded from acceptable topics in an environment that claims to encourage academic discourse, especially when initiated by a person of colour: a fact that aided in my decision to stay relatively quiet in tutorials.
Regardless of their intentions, these TAs are in a position of power where they facilitate discussions about systems of oppression that they themselves benefit from and resultantly teach students through this narrow-privileged lens. If topics of race are not dismissed after a moment of awkward silence, they always seem condescending; what qualifies non-POC TAs to lead these discussions?
I have a friend whose TA explained how common sense differs between cultures using a blatantly racist analogy of African children never having seen a stove thus not knowing that it is unsafe to touch. When called out for their ignorance, the TA’s response was some variation of, “I’m not racist”.
The Teaching in an Accessible and Inclusive Community section of McMaster University’s 2013 TA guide shows that the diversity and inclusion issue in tutorial sessions is much worse than it appears. The university is aware of the power imbalances that are inherent to the limited diversity amongst TAs — they just aren’t doing anything about it.
Despite their ability to recognize that acknowledgment of systemic racism is not enough to let them off the hook, they boldly state that McMaster staff and faculty work “against often invisible systems of privilege and oppression,” without giving TAs any guidance in how to further this effort within their own tutorials. In fact, the guidebook makes it clear that it is naïve to believe that even a well-intentioned TA could use any tips provided to create an equitable space within their tutorials.
To be clear, I don’t think that TAs are intentionally leading their tutorials to isolate students of colour and validate the dominant privileged narrative that exists within our society. I do believe though that the hiring process for TAs is flawed, as it works directly against McMaster’s “fight against invisible systems of privilege and oppression”.
There should be a great number of Black TAs who are able to lead tutorials with a different perspective, engage with Black students and have important conversations about race when the course calls for it.
Aside from increasing the diversity amongst TAs, there should be mandatory anti-oppression workshops and training. It is unrealistic to hope that TAs will suddenly diversify, but it is not unrealistic to hope that current TAs have an understanding of their bias and are able to react to being called out productively — not through cries of, “I am not racist”.
For myself to feel comfortable to contribute freely within these tutorials, I need there to be measures in place for the inevitable awkwardness that ensues when race is discussed and a guarantee that Black children won't be used in racist examples.
We don't live within a vacuum. To create the “inclusive and accessible learning environment” that McMaster desires, TAs need to reflect this inclusivity and accessibility students are meant to find.
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By: Drew Simpson
Over a month of Hamilton Youth Poet’s Black Poet Residency has passed. So far, the residency has taken place at the Art Gallery of Hamilton every Saturday and the weekly residency will continue until May.
HYP is an arts organization that launched in October 2012. The organization’s four main goals are to manifest a community of cultural understanding, offer youth tools to deliver their writing and literary skill, engage youth towards their academic ambitions and to support aspiring artists’ professional development.
Ultimately, HYP empowers young people by offering training as arts organizers and allowing youth to take part in the planning, promotion and facilitation of events. One of these events is the Black Poet Residency featuring Ian Keteku, a two-time national slam champion and multimedia artist, as a key facilitator.
https://www.instagram.com/p/BcsJpE6nKdY/
Although both the organization and event have poets within its name, participants may be beyond the scope of experienced poets. Those who wish to develop their writing skills, editing, computer literacy and even multi-digital processes will benefit from the residency.
“Those interested need not regard themselves as poets or require any prior knowledge of poetry. The residency aims to transcend simply writing poems,” explains one of HYP’s teaching artists, Akintoye Asalu.
This residency is in line with HYP’s focus on youth-focused events coordinated by youths, as it is aimed towards youth writers, performers and creative-minded individuals. As mentioned by Asalu, anyone who is interested in bettering their skills is welcome to attend.
“When our young people can tell and re-tell their histories in the context of public platforms, they are able to imagine and re-imagine their individual and collective identities and become culturally grounded in their own experiences,” explains HYP’s website.
https://www.instagram.com/p/BiXLjB2AIgI/
The residency aims to provide an inclusive and supportive space which allows black youth to express their experiences and explore their voices. Such a weekly residency is necessary in Hamilton, to amplify often-silenced voices while also developing skills and building community. Asalu can attribute the prosperity of this residency as a participant himself.
“Being able to sit down and converse with people who understand the struggles that come with being a [person of colour] motivates me to keep using my art to help our community in as many ways as I can… My only hope is that the healthy dialogue that exists within the residency will spread to the rest of the community,” explains Asalu.
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Poetry and art directly combat the sense of isolation people of colour experience on a daily basis. Especially as they face daily experiences with institutions that were built without them in mind.
Asalu describes how poetry allows him to be the voice for those cast in silence; bringing light to silenced struggles. He also finds poetry as a healthy coping mechanism. Every HYP event puts youth at the center. Therefore, a Black-focused residency, puts Black youth at the center; a position that may be unfamiliar to them.
“I want Black people all around the city to feel comfortable talking about the things they go through on a day-to-day basis without fear of judgment from those around them. It is my belief that in order to enact change, we must first begin with constructive dialogue. Through this dialogue, constructive actions can be taken to improve the quality of life for [people of colour] as a whole,” explains Asalu.
This residency can be the defining moment for many Black youths in Hamilton. Raising their voices, attending to their mental health and finding support in community are never-ending obstacles for black youth. The ability to express struggles and unbox silenced concerns while doing so is a grand goal that when realized makes a positive difference in a young person’s life.
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By: Bridgette Walker
There have been and will continue to be various types of service and working dogs in educational environments like McMaster University and out in the world at large. I’m Bridgette and I have a dog guide named Estelle.
Please don’t freak out! Properly trained dogs are more effective, efficient and reliable than technology for a lot of physical and mental health conditions. These dogs truly do save lives.
Estelle plays many important roles in my life including going to McMaster University with me. She does many things including listening for certain sounds — especially my snack alarms — and knows where all the really important places are. Aside from deafness, I have anxiety, autism and chronic migraines. Estelle keeps me in check mentally and emotionally.
When meeting service dogs, there are some ground rules: ask first, establish what’s helpful and what are the limits. There are some things Estelle really shouldn’t do for her own sake, and a few things that would actually cause problems for me. Meeting other service dogs is cool too, as long as they're all well-behaved and ready to get right back to work.
Anyway, I don’t appreciate people randomly trying to pet or play with Estelle while I’m walking between classes. In general, all dog guides need to pay attention to where they’re going, and to their person. We're on the move, but she’s still listening for what sounds are in the area, how I am doing and so forth.
Please respect my space. I don’t like being “crowded in” and neither does Estelle. She may be a dog, but she’s also regarded as a medical device — same as a wheelchair or other medical apparatus.
And yes, you can take a picture of us as part of the scenery going by, but don’t stop us to pose for snaps; if we did this every time, I'd be late for everything.
Enough with distracting the dogs themselves! This can be dangerous for other people with more serious conditions when their service dogs are being distracted and hindered from alerting them to potentially harmful or even fatal issues that can crop up at any time. I’m blessed that this isn’t the case for me, so far.
Then there are people with phobias. I don’t know whatever trauma you have endured in the past but we really don’t mean you any harm! Please, stop screaming and whining. It’s not good for Estelle's ears, not good for my anxiety and certainly not good for your throat or mental health.
Don’t project your personal problem onto us like that. You are an adult in university and entering the working world. If you’re going to be like that every time you see Estelle or another kind of service dog on campus or out in the world, you’re not going to live as good a quality life as you deserve. Everyone should be able to enjoy or at least tolerate seeing these dogs on duty — they’re really good at heart!
The secret is that if she weren’t on duty, she'd like to try being your friend! Estelle also likes visiting babies, kittens and even pet chickens. Anyway, since she can’t try comforting you in her doggy-way, try refocusing your perspective of the dog with: “It’s a special animal. It’s somebody’s lifeline.”
From Estelle and me, see you around campus!
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