2 10 1774 https://d1y502jg6fpugt.cloudfront.net/62030/archive/files/8847f2259e7dcfde55a1a6ae777782c7.png?Expires=1792627200&Signature=FSu9XtzuPUmKd8GLBg8H316pZoNRd2CU3bCAj15QSgE5snvU04n71CG8mmytBxLQhhnZ%7EksSN4%7ECXs0tRHtscHnn9BvIqNc-tVZE-xl7eWNVLkQftc4ba14yQCddt1VA5oo95kFLf75%7Ee3n%7E2I4HkGgE9w9hJLnlOA%7Ef8kY%7EQLYf1kOiwHsV13sLdBOrc8433Um3JhtIhegf82RFfNDnHL8FsjHoprajDMu3cOxPXgDPfLvpNzP2dnqgAmHqD%7E%7EQfRh6et-QCJbSjDfTW9LCszz1C7642OetNge2PyQq-jljr1lDZvgTS%7E97eXzSOeA4t5BzS0AvWl-HToiwtuqUWg__&Key-Pair-Id=K6UGZS9ZTDSZM 8b552339f2a7aef76ae21071cef32194 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Coverage from The McGill Daily Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Volume 101 Issue 21 Page Number(s) 11-Oct Original Format The type of object, such as painting, sculpture, paper, photo, and additional data PDF Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Date A point or period of time associated with an event in the lifecycle of the resource 2011-11-17 Title A name given to the resource "I'm not about being men's sexual dream-come-true" Creator An entity primarily responsible for making the resource Olivia Messer and Joan Moses Format The file format, physical medium, or dimensions of the resource PDF Publisher An entity responsible for making the resource available The McGill Daily Description An account of the resource A spread discussing the experiences of bisexual women. homophobia LGBTQ queer https://d1y502jg6fpugt.cloudfront.net/62030/archive/files/543b12bf0ed652bfaca789669b14a9a6.png?Expires=1792627200&Signature=eFyxXaa9JuSrONivuMC07a8vuP3O69o0LCIm3I10EZh4p3BQq7RPYzgE15dtKV4HXaVt%7EqvDTyW6yeh8N8weGXDNkq-4yMM0IKLbiB-k40uSClMhYIlRBaKqchr4X0ClbOOs8Zv7vSLe5meDWNnxq8IAfXzsZZJlXFARmdzrm7cI5yp5YpUACKIZRdBYzufPfCcS2dFG8em4go901kF74WQlIdifXHslfl211PWsPzMb9i2MX8d5gGHfMTQzeAw9C8VxAJFCuI8yaYd9UNRDcfdnaXf1UyOrEeNcowThCm3kqnu3VrYXMhHVJufEJJY2rntnhmBafM40FDSZTmEt%7Eg__&Key-Pair-Id=K6UGZS9ZTDSZM f19a861070aab23b255a9c19de945f73 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Coverage from The McGill Daily Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Volume 101 Issue 21 Page Number(s) 10 Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Date A point or period of time associated with an event in the lifecycle of the resource 2011 Title A name given to the resource "I'm not about being men's sexual dream-come-true" Creator An entity primarily responsible for making the resource Olivia Messer and Joan Moses Format The file format, physical medium, or dimensions of the resource PDF Publisher An entity responsible for making the resource available The McGill Daily Description An account of the resource A feature article investigating bisexual experience and identity, focusing on how bisexual women navigate misconceptions, stereotypes, and pressures from both the heterosexual and queer communities. Anti-Discrimination Bisexual LGBTQ queer https://d1y502jg6fpugt.cloudfront.net/62030/archive/files/e832eee88a8a9a032452a240c57de307.pdf?Expires=1792627200&Signature=jnms5SKP63LdNtYEZxD--Aznd5rctx3SDDesG0zYAAjPuh72Nx8tMIM%7E5ZUU1gtnfaYGCeU8TBgTq7FyzbGlh1rSCAp2Ea2t2BoepZ-LcvG3JPjgWTWUPn7yK%7EL%7E0uvnYuofyFf5KMfLwTk4sh3jKkEibWxa1Sz2jxqI2Kg9nB%7EsTcM-E%7Ep274uiTC6h8OOnTy9fj08fzvAD8Zp0qaoNr%7EnapCQ42Z5gBKUY7oD4eZrq6tYeLyeLbYFNFp-4dYo3VynK88BbmCdBFTUz1yFEYD4NXm3c4W88zE2Rw8Ks8nyZr-ZzTmWH1nwrcA9cMt63V1BXluLtO9UAqlv9VI8c6g__&Key-Pair-Id=K6UGZS9ZTDSZM 71d582b9ae3df5e1cb39205c1e42ae01 PDF Text Text I#/IA MESSE, MONTREAL, SAMEDI 22 FEVRIER 1969 Sir George Williams, 12 jours après: tout était calme, trop calme peut-être n On" prépare un détonateur pour McGill par RoM'Ann* GIROUX Des cégépiens, des universitaires et des éléments radicaux font actuelle ment campagne pour que, l:Universit,ê McGill soit le théâtre, à la fin de mars, d'une vaste manifestation ayant pour but de réclamer la francisation de ce bastion de l'enseignement anglais. Le voeu des contestataires s e r a i t -i 1 exaucé que cette manifestation “pour un McGill francophone” servirait de •'détonateur” à une nouvelle et grande vague de contestation marquée de nom breux “événements importants”. Selon nos renseignements, cette ma nifestation, qui pourrait bien avoir lieu dans la soirée du 28 mars, doit être précédée d'une sorte de campagne psy chologique, faite dans le sens d'une es calade avec papillons (dont on a exemple ci-contre), tracts et journaux. Et, d'ajouter l’un de nos informateurs, cette campagne est déjà commencée: il n'y a qu’à regarder, partout en ville, les papillons (trois cercles et un nom: McGill i oui ornent poteaux, murs, etc... Dan» l'esprit des contestataires, cette manifestation répondrait a un besoin vital de la population québécoise 1 stric tement canadienne-française) qui, “malgré son propre dénuement, est for cée de subventionner une université à caractère exclusivement anglophone". Toujours selon nos renseignements, l'Université McGill n'est pas la seule institution anglaise qu’on veut forcer à franciser: “McGill passe en premier à cause du symbole qu'elle représente, mais le collège Loyola et l'Université Sir George Williams auront chacun leur io.ir." Pour eu arriver à cette francisation de l'Université McGill, les contestatai res e’tendent réclamer, entre autres, que le pourcentage des étudiants eanadicns-françnis soit accru d'environ 3.1 pour cent la première année: que les liais de cours soient alignés sur ceux de l'Université de Montréal, c’est-à-dire diminués d'environ $200 : que la librairie française qui y existe soit ouvert» a tous les francophones,. Ils veulent voir disparaitre le dépar tement des études canadiennes-françai ses qui, placé sous la direction du pro fesseur Laurier Lapierre, est chargé, selon eux, d'étudier les "natives”. Ce sont là des exemples. Mais, ce que veulent les militants, c’est la fran cisation totale. Quant a la manifestation comme telle, l'idée eu es: étudiée depuis déjà plusieurs semaines dans des réunions ou en petits groupes. Elle devrait se faire avec le concours de divers mou vements politiques et de contestation, mais surtout d'étudiants, des CEGEP comme des universités 'McGill y comprisl. Mais, à McGill, ont dit des infor mateurs. toute participa.ion ne pourra être que restreinte, surtout que le mo ment prévu de la manifestation tombe juste avant les examens. Les plus actifs des contestataires espè rent que les étudiants se lancent dans une nouvelle vague de contestation, dès qu’aura été déclenché le “détonateur" que doit être, selon eux. la manifesta tion contre McGill. L'Université McGill tonnait, depuis quelque temps, de vifs remous: ceux qu'ont provoqués le renvoi d'un chargé d’enseignement a u département de sciences politiques, le professeur Stan Gray, que l'administration a accusé d'entraver le bon fonctionnement de l'université. par Lyilan» GAGNON Sir George Williams, 12 jours après ... Pour y entrer, il faut mainte nant présenter la carie d’identité four nie par l’institution. Les cours ont re pris mercredi dans le Hall Building. "Tout était très calme, dit un profes seur, peut-être trop calme." C'est un calme lourd, qui s’installe au terme d'une longue histoire em brouillée — d'autant plus embrouillée qu'elle s’est déroulée dans un climat de tension où toutes les rumeurs allaient bon train. ■ 11 y a maintenant plusieurs groupes en présence. U y a d’abord 89 jeunes gens qui, en prison ou libérés sous cau tionnement, attendent leur procès. Ce sont les seuls à détenir la réponse aux nombreuses spéculations qui courent à Sir George.au sujet du déclenchement de l'émeute. Il y a leurs parents. En général des gens de classe moyenne, complètement désespérés. Quelques-uns tentent ac tuellement de former un comité de pa rents, qui établirait la liaison avec certains professeurs. Ce comité pour rait, par exemple, distribuer l’informa tion la plus détaillée possible au sujet du déroulement du procès. Il pourrait peut-être aider els parents les plus dé munis à payer les frais d’avocats. Il pourrait surtout voir si les étudiants in carcérés ne pourraient pas passer des examens. Plusieurs professeurs, en tout cas, sont sympathiques à cette idée. Mais avant tout, il faudra réunir les parents :.. un groupe hétérogène, môme une fois qu’on en a soustrait la minorité qui a "répudié" sa progéni ture au moment de l’occupation. Il y a par exemple cet homme dans la cin quantaine, qui a attendu debout dans le lobby de la cour municipale, pendant près de dix heures, le résultat de la comparution et qui. hésitant, boule versé, s'est avancé vers un groupe de reporters qui sortaient de la salle d'audience : “Vous les avez vus ... ce sont des enfants... ils ont été entraî nés par des agitateurs étrangers, n'est-ce pas ?” Et il aurait tant voulu qu’on le rassure, qu'on lui dise oui. II y a aussi cette petite dame toute mince, toute douce, dont la fille attend son procès, et qui dit : “J'ai ressenti en même temps que ma fille la néces sité qu'il y avait de défendre un .prin cipe de justice. Aujourd’hui, les jeunes ont recours â des méthodes comme des sit-in, des occupations pour faire valoir leurs idées. Mon mari et moi sommes solidaires de ces jaunes gens, encore aujourd'hui." Peridant les deux semai nes qu'a duré l’occupation, elle est allée porter des gâteaux, du thé, elle a assisté à quelques discussions. “Je me souviens des visages ... mais je n’ai jamais su leur nom. C'était très ouvert; là-bas, une fois qu'on était entré on fai sait partie du groupe, et personne ne songeait à s’identifier”. Il faut préciser qu’elle a été, à sa connaissance en tout cas, le seul parent à appuyer concrète ment les occupants. "Parler de conspi ration, dit-elle, c'est aberrant. L'occu pation se prolongeant contre toute at tente, ces jeunes se trouvaient dans une impasse .. C'est évidemment du côté des parents que Ton trouve le plus d’émotivité. Chez les professeurs, chez ceux du moins qui ne se réfugient pas dans une attitude négative de repliement, comme si rien ne s'était passé, il y a des in quiétudes et des interrogations. Comme nous le fait remarquer un jeune profes seur du département de français, ce ne sont pas nécessairement les profes seurs marxistes de stricte observance qui sont les plus sympathiques aux étudiants : "Plusieurs, parmi eux, ne peuvent admettre que de jeunes chiens tous, qui posent mat les problèmes, me nacent de détruire l’université... qui de tout temps a été !e refuge des hom ed SE d e ma n d é C'i'l CRZVSE LES FONDATIONS. 00 l a t o mb e d e L'oNiVERSiré Quésec - vi> m V U. , U cZlfeGp Drc»tU reserve* Sondage à la Faculté de droit: 53.5 p. cent de souverainistes Un sondage mené auprès des étu diants de la faculté de droit de l’Uni versité de Montréal révèle que 53.5 p. 100 d’entre eux favorisent la souverai neté du Québec, tandis que 38.2 p. 100 optent pour le fédéralisme: Le sondage a été pené par l'Asso ciation des étudiants en droit. Des 360 votants, 309 sont francophones. 20 par lent une autre langue maternelle et 31 n'ont pas donné de précision à ce sujet. S'il survenait des élections générales immédiates au Québec, 02.7 p. 100 des étudiants voteraient pour le Parti qué bécois de René Lévesque, 22.9 p 100 v o teraient pour le parti libéral et M2 p 100 pour l'Union nationale. Pour 70 p. 100 des votants. M. René Lévesque est le plus apte à diriger la politique québécoise. Sur cette question. MM. Jean Lesage et Jean-Jacques Ber trand ont respectivement recueilli 18 et 10 p. 100 des votes. Par ailleurs. 80 p. lüO des étudiantsde la faculté de droit estiment que les Québécois ont le droit de déterminer eux-mêmes leur avenir constitutionnel et 87 p. 100 soutiennent qu’il y a actuel lement deux notions — et non pas une seule — au Canada. La moitié des votants déclarent que la langue française doit être prioritaire au Québec, tandis que 39 p. 100 esti ment qu’elle doit être Tunique langue officielle. 11 p. 100 des étudiants favori sent le bilinguisme. Les votants ont eu à déterminer quel homme politique représentait le mieux ie Québec et ses aspirations. 27 noms leur ont été soumis. René Lévesque a recueilli la première place avec 104 voix, Jean-Guy Cardinal la seconde avec 47 voix, Robert Bournssa la troi sième avec 32 voix et Pierre Elliot Tru deau la quatrième avec 23 voix. Enfin, un médiateur! Il e»t normal dans lout conflit syndi C’est avec une joie certaine que la population a appris cette semaine que cal que les parties en présence se lan cent des accusations à la figure. Il est le juge René Lippe, de Montréal, accep aussi normal que Ton tente de déjouer tait d'agir comme, médiateur dans le la stratégie de l’adversaire. Mais s’il conflit qui oppose depuis plusieurs mois les enseignants au gouvernement et faut porter foi aux affirmations de lu aux commissions scolaires. Le juge CEQ selon lesquelles des commissions scolaires ont tenté d’intimider et de Lippe a déjà réglé plusieurs conflits dif faire des pressions à l’endroit do leurs ficiles, dont celui des postiers, et sa ré enseignants, on peut honnêtement s’in putation n'est plus à faire. Si jamais la médiation échouait (ce que personne ne terroger sur l’efficacité de cette lacti que. Peut-ctre prendra-t-elle fin avec la souhaite), il faudra s'attendre à assis médiation du juge Lippe, mais elle ris ter à un dur combat entre les deux que davantage d'enrager les ensei parties. On se plait à répéter dans cer gnants qui, pour une raison ou une tains milieux — et les faits tendent de autre, ne s'étaient pas décidés à entrer plus en plus à le prouver — que la CEQ joue en quelque sorte sa tête dans dans la ronde des grèves tournantes. le présent conflit. Après la prudente es La série d'articles sur l'Université du calade des grèves tournantes, la cen Québec que le confrère Michel Lord a trale syndicale ne peut plus faire ma publiée cette semaine dans LA chine arrière sans y perdre plusieurs PRESSE semble avoir eu pour effet plumes. d'énerver beaucoup de monde. A partir Les grèves tournantes, même si elles de jeudi soir, de» rumeurs circulaient à n'ont pas fait beaucoup de mal aux l'effet que le gouvernement s'apprêtait commissions scolaires, ont touché en i‘ nommer le président dis l'université. deux semaines 14,500 enseignants de 23 (Dernière Heure: il vien» d'être des 42 associations Impliquées dans le nommé). Par ailleurs, l'Université de présent conflit. Les grèves tournantes Montréal s'est hâtée de donner une n'ont pas eu l'impact que les chiffres conférence de presse — dont on trou pourraient laisser voir parce qu'elles vera la compte rendu dans ce journal. ne duraient jamais plus d'une journée Un personnage qui a été Impliqué dans et ne touchaient que quelques dizaines l'élaboration de l'Université du Québec d'écoles par jour. Les étudiants avaient à Montréal m'a affirmé cette semaine ainsi un congé forcé, mais les cours re que Lord avait raison. Mais II a refusé prenaient dans l'aprèX-mldi ou la lende que son nom soit dévoilé... Ce person main malin. SI les grèves tournantes nage a par ailleurs déclaré que le con n'ont pas eu un Impact trèa grand, seil des ministres s'est fait un devoir elles ont comporté quand même un depuis quelque temps de contrecarrer avantage pour les élèves: personne ne les projets du ministre Cardinal... his pourra dlro qu'ils ont raté leur année toire de lui montrer qu'il n'est pas le scolaire é cause d'elles. Dans quelques seul dans la barque. commissions scolaires de la province, Les universités du Québec continuent les retards apportés dans la construc à faire parler d'elles. Pendant que Ton tion écoles ont pu, jusqu'à un cer se remet tant bien que mnl de l'émeute tain point, beaucoup plus nuira aux qui a secoué TUnivmite Sir George élèves. Williams, le professeur Stan Gray est toujours au centre d’un conflit à l’Uni versité McGill. Ix:s autorités de l'insti tution veulent son renvoi, invoquant ses activités et non pas ses idées. Le pro fesseur Gray, qui est chargé de cours au département de sciences politiques, ne cache pas avoir participé à des mouvements d'agitation sur le campus, mais il dit à qui veut l'entendre qu'il ne cessera son action que lorsque l'uni versité sera devenue “démocratique". Stan Gray, anglophone né à Montréal, est marxiste, indépendantiste, favorise Tuniiinguisme français au Québec, veut que l'Université McGill rompe ses liens avec "l'establishment”, s'intégre à la société québécoise et devienne â long terme une institution francophone. 1! veut également que l'université soit gérée par les professeurs, les étudiants et les représentants directs du peuple. A l'Université de Montréal, les auto rités ont mis fin de radicale manière à un début de contestation chez les étu diants du baccalauréat au département de philosophie: elles leur ont fermé les portes de la faculté. Cela se passait II y a une semaine. Après un sondage auprès des quelque 160 étudiants du baccalauréat, les autorités de l'univer sité se sont rendu compte que la grande majorité favorisaient la reprise des cours. Les portes furent donc ou vertes hier matin. Au même moment, on apprenait que les étudiants du département d'économique suspendaient les cours jusqu'à vendredi prochain parce qu'ils veulent remplacor l'assem blée des professeurs par un comité pa ritaire formé ce professeurs et d'étu diants. Quelle sera la réaction de l'uni versité dans ce cas ? Claude GRAVEL mes de gauche. En outre, ils déplorent que cette action n’ait pas eu, semble-til. de véritable portée idéologique." Si l’on en Juge en tout cas par les dires de quelques étudiants qui ont par ti c i p é régulièrement à l’occupation (mais qui n'étaient pas là ce fameux mardi matin), le mouvement aurait été centré sur les revendications des étu diants noirs — essentiellement, la con stitution d’une nouvelle commission d’enquête pour juger du cas du profes seur Anderson. “L’atmosphère, dit une jeune fille, était très "socialiste", et Ton parlait de politique àu, cours des discussions. Mais la plupart des occupants n'étaient pas engagés, et il y a un type, militant maoïites, qui a été exclu du groupe parce qu'il voulait se servir de l’occu pation pour faire de la propagande. Un professeur est venu nous parler d'enga gement politique... son exposé est “tombé à plat". Nous autres, on voyait ça comme un problème de racisme. On demandait que l'administration res pecte ses promesses, et forme une commission agréée par les deux par ties. Nous en concluions que puisque l'université ne se rendait pas à nos ar guments, elle se trouvait responsable d'un racisme institutionnel.” Une autre étudiante note qu'au début, tout le monde pensait que l'occupation durerait un jour ou deux. Comme dans tous les mouvements de contestation étudiante, ce sont les pro fesseurs qui se sont trouvés dans la si tuation la plus ambiguë. L’Association des professeurs, ccartelée entre son mandat (protéger ses membres) et la conscience de former un groupe repré sentatif, qui doit prendre position, a fi nalement choisi la voie du silence. Cela n'empéche pas les réactions personnel les de se manifester, et tout le monde de ressentir aujourd’hui l'effet d'un choc : "Une chose est certaine, affirme l'un d’eux, c'est que la fonction profes sorale n'est plus intouchable et privilé giée. Il faudra s'y habituer." Les pro fesseurs qui sans nécessairement tout endosser, essaient de comprendre et d'expliquer l'attitude des occupants..ne portent pas le problème devant l'as semblée des professeurs : “Cela abouti rait à une profonde division". Car à Sir George, des courants comme ceux-là sont très minoritaires. L’Association des étudiants a officielle ment condamné les occupants, allant jusqu'à se retirer de l’UGEQ, qui leur avait apporté un appui moral. Tous les organismes officiels de l’université ont à peu près la même attitude : oublier te qui s’est passé, le dénoncer au be soin, promouvoir une plus grande colla boration entre les membres de la corn munauté universitaire. Se serrer les coudes pour "effacer" ce mardi d’il y a douze jours. T Le procès de l'éducation permanente: marginale, démodée, inadaptée, utopique système d'éducation des adul qui sommes passés dans le médiat, c'est qu'il faut un secteur service, et seulement front c o m m u n d'innovation tes le plus évolué au monde. 40 p. 100 qui se consacrent à pour faire éclater un système Qui fera le changement? la terre et à l’industrie' ne de communication qui détruit Une autre étude américaine, peut pas se comparer, selon ce qu'essaient de construire faite auprès des 100.000 per lui. au développement d'une les systèmes d’éducation lemieux intentionnés. sonnes qui font marcher le société rurale qui tend de tou système d'éducation des adul tes ses forces vers l'industria tes aux Etats-Unis, permet de lisation. conclure que ces organisa Dans nos sociétés post-indus teurs passent à côté des pro trielles, le plus grand scan blèmes, ne savent pas em dale est celui du gaspillage. ployer les moyens modernes de M. Dumazedier a fait remar communication, pratiquent la quer que «7 p. 100 du contenu politique du laisser-faire, et de la télévision américaine n’ont pas de leaders nova consistait en “divertisseteurs. ments-éteignoirs médiocres”, Qui cassera les bureaucra qui coûtent aussi cher à la na ties qui, dans ce domaine tion que le système soclaire comme dans d'autres, ont ten primaire et secondaire en en dance à considérer que leur tier. principal travail est de perpé Selon lui. la publicité de tuer l'espèce? vrait être soumise à une poli D'après M. Dumazedier. I! tique de démocratie culturelle. faut plus que des hommes Certains barrages empêche nouveaux. A ces hommes, il raient la prolifération presque l.iut à la fois de l'imagination démentielle que nous consta et de la rigueur scientifique. tons aujourd'hui. Mais il faut aussi qu’ils se La conclusion de M. Duma connaissent, qu'ils se soutien zedier. que les participants de nent, et qu'ils revendiquent. Le sociologue recherche une samedi ne semblaient pas révolution culturelle, mais tous prêts à endosser unani Sessions d'été adaptée à une société qui a mement. du moins dans Timet cours par radio déjà subi les effets de la révo lution industrielle. Il est agacé par les étu diants qui cherchent desmodè Marques'd» commercé; ÿ ‘ les dans la révolution cubaine Dcuins de fabrique _ ou dans le» écrits de Mao. Le ■ en fous pays. • ^ développement d'une société qui n'a même plus à se consa M UtlOY ROHM iV KURIL Faculté des lettres crer en majorité à la produc ' 2100, Drummond, Montréal 25 en collaboration tion des biens (au Québec Téléphone 288-2152M,. avec la Faculté des C'est le service d'éducation pius sommes déjà 60 p. 100 sciences de l'éducation permanente de l'Université de Montréal qui a pris l'initiative de cette évaluation, sous forme (l'une conférence publi que, d'une journée d’étude et d’un séminaire s'étendant sur plusieurs semaines. Le tout coiffé du noiyt prestigieux du sociologue Joffre Dumnzedier, en "liste externe" du Centre national fie la re Demand* d'admission : SECTION : cours secondaire cherche scientifique, un Fran Ter mars 1969 çais fort préoccupé des solu — pour la session d été 196? tions nouvelles que peut ap — pour les cours radiodiffusés porter le Québec aux problè 1969-70 mes d'une société en évolu Externat et internat pour garçons Conditions d'admission ; tion. Eîrt un enseignant en exercice. Les participants à la jour née d'étude, s'ils étaient Posséder le baccalauréat ou le venus avec l'intention de faire brevet A ou être reçu à l'ekamen spécial d'entrée. provision d'enthousiasme sont en 8e année (éléments latins) repartis vers leurs tâches res Renseignements supplémentaires : pectives avec quelques illu licence d'enseignement secondaire LES SAMEDIS 1er, 8, 29 MARS sions en moins. en "liste externe" à 9 h. a.m. Car M. Dumazedier. et avec Faculté des lettres lui plusieurs responsables de Université de AAonfr^ei. RENSEIGNEMENTS : nos différents systèmes d'édu Tél. 343-7393 cation des adultes, est prêt à Secrétariat des admissions, les COURS RADIODIFFUSES de le endosser cette déclaration du Cours secondaire, LICENCE d'ENSEIGNEMENT SECON directeur généra! de TUneseo, 3200, chemin Ste-Catherine, DAIRE en "LISTE EXTERNE" son» remise aux participants dès Montréal 250. présentés en collaboration avec U leur arrivée: SOCIETE RADIO-CANADA. Tél. 342-1320 "On peut se demander si les systèmes d'enseignement, hé rités diune époque encore peu éloignée où l’éducation était réservée à des groupes plus ou moins restreints de ci toyens,- dans une société relat i v e m e n t stable, sont au jourd'hui bien adaptés à l'édu cation des niasses, qui est un UNIVERSITE DE MONTREAL des impératifs de notre temps, et s'ils conviennent à un monde en pleine évolution in tellectuelle et matérielle". Postulant que l'éducation doit viser à "assurer le plein épanouissement de l’individu et répondre aux besoins de la Les bacheliers es arts de l'Université de Montréal société et aux impératifs du développement", le directeur et ceux qui termineront le nouveau cours collégial, de T Unesco conclut qu'"il y a lieu de procéder à une revi lorsque ces cours ont été orientés vers les mathématiques sion radicale du contenu, des méthodes et de l'appareil de et les sciences, de même que les finissants de l'option l'éducation." M. Dumazedier a cité toute sciences-physique du secteur général des C.E.G.E.P. une batterie d'études, ayant leur source en France, en Tchécoslovaquie, aux EtatsUnis. qui tendent toutes à prouver que la culture reste toujours l'apanage d'une même minorité. (20 p. 100 de la population), même si le ni Aucun candidat valable n'est refusé veau de scolarité de la majo rité s’élève sensiblement. Une étude américaine a ré vélé que 23 millions d'Améri Pour tous renseignements s'adresser à : cains,. soit par des cours régu liers. .soit par des études per ECOLE POLYTECHNIQUE sonnelles e ! systématiques, sont continuellement en train 2500, Marie-Guyard d'apprendre quelque chose. Or seulement deux sur 1,000, en Montréal 26, Qué. viron. s'intéressent aux scien ces. aux sciences sociales ou Tél. : 739-2451 a la politique Pour le sociologue, cette constatation signe l'échec du wmmtummaimmmmmtmmmmmmm MMMMN par Jeanne DANSEREAU Deuuis une dizaine d'années, des gens inquiets de l’avenir du Québec battent tambour au nom (les adultes qui risquent de manquer le bateau, parce que la petite école ne les a pas préparés au monde de de main. Réunis autour de l'Institut canadien d'Edueation des adultes, ees hommes de bonne volonté n'ont cessé de récla mer de toute urgence des classes de récupération pour les adultes. Les commissions scolaires et les syndicats ont été impliqués, l’Université s'est préoccupée de “l'exten sion de l'enseignement", la radio et la télévision d'Etat, de même que l'Office National du Film, ont organ: .■ un ré sout éducatif, Denu ; trois ans, le ministère de la Main d'O e u v r c commandite des classes de formation, plein temps ou mi-temps. Ces clas ses ont-un budget de 28 mil lions pour le Québec, budget qui se trouve plus que doublé par les allocations de sitbsist a n c e aux étudiants-adultes plein-temps. Les hommes de bonne vo lonté qui étaient a la nais sance du mouvement sont-ils contents des résultats? Ils semblent qu'ils sont plu tôt effrayés par l'ampleur de la machine, et sentent mainte nant le besoin d'une évalua tion du travail accompli. ENSEIGNANTS obtenez une LICENCE d'enseignement secondaire SÂNS QUITTER VOTRE EMPLOI BREVETS D'INVENTION COLLEGE JEAN-DE-BRÉBEUF UNIVERSITE DE MONTREAL LICENCE D'ENSEIGNEMENT SECONDAIRE COURS SECONDAIRE AVEC LATIN EXAMENS D'ADMISSION ECOLE POLYTECHNIQUE COURS DE GÉNIE SONT ADMISSIBLES EN 2e ANNEE � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Coverage from The McGill Daily Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Paper Volume 45 Issue 10 Page Number(s) 10 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "On" prepare un detonateur pour McGill Creator An entity primarily responsible for making the resource Rose-Anne Giroux Publisher An entity responsible for making the resource available La Presse Date A point or period of time associated with an event in the lifecycle of the resource 1969/02/22 Format The file format, physical medium, or dimensions of the resource PDF https://d1y502jg6fpugt.cloudfront.net/62030/archive/files/046fdc8d5132c91b613e6f9a04c2895a.pdf?Expires=1792627200&Signature=FzPVLWF-J7511yvv2uM5JWnNbI0ha1RIi%7EiKyB9a91iEyUYDSzdYR6PxGaN2oRBzXX74MDivLYG0zMtv1SzD2kul2YFDFAMBVEQsgCtaxTV7oGku0mJ4WEp9fgCu4DKsf1IebYB2QM6HX5a%7EQUALltMPAJpC56APQrn39vQw8-JgcAObmFtEBS1LoNnlruUQTFkEusOKvSeHHlYmrLjqFJc9QidIEfBHQelQFEURraXcPyqbV6MbZRxhMUkPm7DhrtjFETjMt7wpbSlWybBqMHo7VB60Aly4cHPFM3QL0nV4fxyuCLeh5lrZHtPtoasAXaiSpUKvM-LJ60Z1XKi6ug__&Key-Pair-Id=K6UGZS9ZTDSZM 2353f9fd7719ac005b3f91a659b01d57 PDF Text Text 6 news November 5, 2018 mcgilldaily.com | The McGill Daily “ e en’ a e is ot t e n ” Pro-Name Change Demonstrators Gather in Front of Admin Building Ece Özer The McGill Daily O n October 31, under the pouring rain, hundreds of students gathered at Community Square to take part in the #ChangetheName campaign. The “R*dmen” name, which is rooted in the stereotypicalized and historically racialized image of Indigenous peoples, currently designates all the McGill men’s varsity teams. Slogans shouted in the demonstration include “Change the name today” and “Hey hey, ho ho, the R*dmen name has got to go”. The demonstration started with an Indigenous men’s drumming circle, which included McGill students. Students held a multitude of posters supporting the cause. Some said, “Not Your R*dmen,” and one proclaimed, “Intent Does Not Erase Impact.” Tomas Jirousek, the leader of the #ChangetheName campaign, the SSMU Indigenous Affairs Commissioner, and an Indigenous varsity rower, led the demonstration. Jirousek welcomed everyone to the demonstration, then gave the stage to Nakuset, Executive Director of the S all Claire Grenier | The McGill Daily Native Women’s Shelter of Montreal. “You don’t understand how hard it is to speak about our injustices because they are always ignored,” she said, “the struggles we go through are not what this university really wants to have as a team name, [...] we are struggling and you are wearing our name like it’s some kind of badge and it doesn’t belong to you.” Ella Martindale, co-chair of the Indigenous Students Alliance (ISA), from the Cowichan nation in British Columbia, described how the “R*dmen” name affects her life: “it connects to identity. Who am I? What am I doing here? Do I really belong here at McGill?” The Black Students’ Network (BSN) of McGill spoke in tten ance solidarity with #ChangeTheName demonstration. Abdel Dicko, VP Political Coordinator of BSN, stated “we, the BSN, firmly believe that the ‘R*dmen’ name and the very significant weight it carries does not have its place at this university. Just like any other unambiguously derogatory racial slur, the ‘R*dmen’ name has been i harmful and this needs to stop immediately.” Joshua Archibald, a varsity athlete on McGill’s football team, raised his voice on the issue, “First Nations are patronized by being referred as ‘R*dmen.’ By changing the name we will send an important message that they are welcomed, included, and valued. […] With my support and along with the support of many student athletes, I think it is time for a change.” Jirousek invited everyone to sign the online petition on change.org and the open letter urging the university to change the name. As of November 1, the online petition has already reached 9,000 signatures. Jirousek also strongly encouraged every student to vote “Yes” on changing the name in the upcoming SSMU referendum, which will be held between November 9 and November 12. In his closing statements, Jirousek asserted that “the ‘R*dmen’ name is not the end, Indigenous students will not stop fighting […] until we see ourselves reflected in every level […] of the university. […] Truth before reconciliation and the truth is this name is hurtful and it is time for the ‘R*dmen’ name to change.” otions Fall 2018 SSMU General Assembly Poorly Attended Arno Pedram The McGill Daily O n October 29, about 50 students gathered in the New Residence Ballroom for the Fall 2018 General Assembly (GA). Because the quorum of 350 people was not reached, the General Assembly became a consultative forum. Any motions approved at the GA are now recommendations awaiting ratification at the November 1 Legislative Council. The consultative forum passed the nomination of Members at Large for the Board of Directors and the Auditor for the Fiscal Year of 2019 for Legislative Council to consider. Executives faced questions about spending incurred by the aftermath of SSMU’s Halloween party at MacDonald Campus. Following students vomiting and trashing the buses on the way to the event, the bus company decided to not provide return trips. There is a clause in the bus company’s contract allowing them to refuse service if their buses are damaged. SSMU then told students to take cabs or Ubers, and that they would be Claire Grenier | The McGill Daily reimbursed by SSMU for the trip. The cost of reimbursement was estimated by SSMU executives at the GA to be around $10,000. VP External Matthew MacLaughlin justified the cost by arguing that they could not let everyone pay for the misbehavior of some. Current SSMU President, Tre Mansdoerfer, also presented a “blacklist” initiative which would bar students who have demonstrated harmful behaviour from participating at SSMU events. During the question period, questions were raised regarding the newly deregulated international tuition for international students. VP University Affairs, Jacob Shapiro, responded that SSMU advocated for international tuitions not to be raised for current students, but that they would be raised incrementally for future students. SSMU executives reported on their first semester, and on the new division of tasks since the resignation of former VP External Marina Cupido. All their individual reports are available at ssmu.ca/ governance/general-assembly/ general-assembly-2018-2019. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Coverage from The McGill Daily Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Paper Volume 108 Issue 9 Page Number(s) 6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "The R*dmen Name Is Not the End" Description An account of the resource Student activists hold a protest for the Change the Name campaign, an effort to change the name of the Men's Varsity athletics teams. Creator An entity primarily responsible for making the resource Ece Özer Publisher An entity responsible for making the resource available The McGill Daily Date A point or period of time associated with an event in the lifecycle of the resource 2018/11/05 Format The file format, physical medium, or dimensions of the resource PDF anti-Indigenous racism athletics Change the Name petition protest SSMU https://d1y502jg6fpugt.cloudfront.net/62030/archive/files/216c380a78a3c267badaeb471d009f32.pdf?Expires=1792627200&Signature=fOxjgH7ep06Potp60mJT41p4sySSFSxXKTLebCwHMh9Al5wTGL6uIhX8XPTjsU-kkMTWFi2gihz11iazPKjU3l3aW1bC3LCYj%7EtRbqONCS0ZM93k2zybIRe9sAJhTA4F-ZQuV9sc%7Ez-c48peDkYk-AA9aUxp6jC2GR9E7WA6pddHr-FjKbRJ2nrTF7nZgGydVE-AiJc49xMCEJGH3GjS5GpKUoU6nSgilVTa3xp7nO4oN3N4A3MI9n0iwc8Kp3q8KMzFAyTxrUtLf1mzboTM531O0Bb0WExLDx01c%7EYmixgc0RRH9tL-KoH2eroOIiT4Fmi4CcvlXdC1XQpGxbn1-Q__&Key-Pair-Id=K6UGZS9ZTDSZM 73111340498e3891bfcbac3cb3f6cf11 PDF Text Text � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Coverage from The McGill Daily Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Volume 103 Issue 25 Page Number(s) 40 Original Format The type of object, such as painting, sculpture, paper, photo, and additional data PDF Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Date A point or period of time associated with an event in the lifecycle of the resource 2014-03-31 Title A name given to the resource "The Students were charged 15 months ago, and, to this date, McGill has taken no action..." Creator An entity primarily responsible for making the resource Evan Dent Format The file format, physical medium, or dimensions of the resource PDF Publisher An entity responsible for making the resource available The McGill Daily Description An account of the resource An article comparing the admin's inaction around the 3 McGill football players accused of sexual assault to other universities across the US and Canada who have dealt poorly with similar cases Admin athletics sexual assault survivors https://d1y502jg6fpugt.cloudfront.net/62030/archive/files/e75ba1508c1c130dfc8dfc198cfeabf6.pdf?Expires=1792627200&Signature=vwoOd-s09UewTe83sqF19KqITvavzI1IFtU6oEVTGdrNpXslJqIliu3p1hpNOQiRfb0PeIMUO9hzctVKFNs7J-fW6TObhap73381aNaycJMBxGqB-gmPV1vv99jAJo5n9gIaKn32avEJmJBeJNjRrREZYkjY561bUSF0CiVLaObQNYMwDwXYx3QnNy38Khf5eYXDu5DpcJPqgrQIu352lvZi%7EjNWMN8dlNLK3HvottQLXC1FiaO8RKip5BhHmMWOQVy0Bm5lrBKx0bXnJ6yauktcw3c5mSrzlm%7Enl8vePjULn3pLSp3c-ixnns2UaLlTntes54D2ChnJXw6VNr9BRg__&Key-Pair-Id=K6UGZS9ZTDSZM 213bc10835f75fb21f12409a114ba36a PDF Text Text � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Coverage from The McGill Daily Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Volume 106 Issue 1 Page Number(s) 10 Original Format The type of object, such as painting, sculpture, paper, photo, and additional data PDF Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Date A point or period of time associated with an event in the lifecycle of the resource 2016-09-01 Title A name given to the resource "Welcome Back, Rapists" Creator An entity primarily responsible for making the resource Paniz Khosroshahy Format The file format, physical medium, or dimensions of the resource PDF Publisher An entity responsible for making the resource available The McGill Daily Description An account of the resource A commentary piece on a survivor's experience trying to get accountability through McGill. Admin rape culture sexual assault sexual violence survivor https://d1y502jg6fpugt.cloudfront.net/62030/archive/files/61b7522134193e3273ca4a1b4a3755fb.pdf?Expires=1792627200&Signature=tb-S5NqoM4w5ON46PjSRQ1O4CMNm2cGPeGXsOgaRxTJhuP2q1X37M1YAJ-jDDbQUfHbFDjjj3CIrSLlLbieYybIHi9fWHRMBABzgdlPpgcjS5xVHLvjyKUi3VTB8SVOzMTm0cXtMrWPwrzX2zjNQZR2-CzBC68WMbi3RvNmDypmuG-T2-VUWmVuIE96%7EFloTOmxuy8pU0KpIhyEYRCcYC4Fe8flQq8aLPB%7EVpMRHnzT0D79ZQNGi1E%7EBQqqPvfK9etWdPoKr9nMRVn%7EsdztuIpNCl5nEIs%7Eb02cu-LjfcJ65PEg45hdGO1IjZHN4Dyt-HE5kGOQGAMyuoztJIM4auA__&Key-Pair-Id=K6UGZS9ZTDSZM 94629cc065e8b6e83df93f4d4f172515 PDF Text Text � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Coverage from The McGill Daily Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Volume 103 Issue 20 Page Number(s) 6 Original Format The type of object, such as painting, sculpture, paper, photo, and additional data PDF Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Date A point or period of time associated with an event in the lifecycle of the resource 2014-02-17 Title A name given to the resource "Who needs feminism?" campaign returns to McGill Creator An entity primarily responsible for making the resource Nina Jaffe-Geffner Format The file format, physical medium, or dimensions of the resource PDF Publisher An entity responsible for making the resource available The McGill Daily Description An account of the resource An article looking at the return of the "I Need Feminism Because..." campaign and how it dealt with the criticism it faced the year prior academics activism events feminism https://d1y502jg6fpugt.cloudfront.net/62030/archive/files/a60ab86dfbccfae5c975623311758e06.pdf?Expires=1792627200&Signature=sudQgcU2NiJjvPYsSzV%7EjscCXCFKYlzQvKTp1aXfbVcTfX8VIYqQs5sXBF7bzU-zOVwZbbKMK1eD-E%7Eg5GhjemP9hH6Vpt7npTbxQiWhV5JTKaqLbpqEXraez8LYXnQqP8SmrrwrS8b3VNseVm%7EzH6dsAiu5eenx6exWDagQdctkQhiNtb9A7aMCyXqRBEr4bKtU7dkDos0sj-NprLhrJ5M-34Gevg%7E3wqlMUtGj8bZc-3ZoBrc1bbatjt3yv1R824XQfbk-Te%7E3OAIIvIVmRfunS-gUp8ef4jjoQQL0ONZI73R-ZNoi58Lvrd1c6weJQxcnWEwdDc8tv1qe1tIBvw__&Key-Pair-Id=K6UGZS9ZTDSZM fb0782e3bf3dc09ced313628cffe2794 PDF Text Text 4 NEWS October 21, 2019 mcgilldaily.com | The McGill Daily McGill “Complaint as Queer Method” Sara Ahmed Lectures at McGill Nelly Wat Michaela Keil Editors content warning: mention of sexual violence O n October 4, around 600 people filled a lecture hall in the McIntyre Medical Building to attend a talk by the renowned feminist writer and scholar, Sara Ahmed. Ahmed has continuously participated in efforts to address sexual violence at universities, and has protested against institutions’ failures to acknowledge and act on complaints. In late 2016, Ahmed resigned from her position as Professor of Race and Cultural Studies at Goldsmiths, University of London, in protest against the university’s failure to address complaints of sexual violence. “Thank you everyone for being with me here today, killjoys and complainers, misfits and troublemakers,” Ahmed began. “You might have a fight on your hands. [...] You might have to fight to find a safe path through life, a way of progressing, of getting through, without having to give up yourself, or your desires.” Ahmed’s “Complaint as Queer Method” discusses the event of making a complaint, specifically in terms of sexual harassment, in the institutional sphere of a university. She argues that the institutional mechanics of complaint – formal complaint policy, and the subsequent resolution, or lack thereof – are used to give the problem a new form; procedures come into existence without coming to use. The shape of complaints, therefore, become circular where they should be linear. The complaint is lodged, nothing is done, and it has to be reasserted again and again. This exhaustion is an institutional method for discouraging complaints. Ahmed describes this temporality as “queer,” reflecting on the cyclical nature of the queer community in repeatedly having to come out to the world, forever stuck in a correctional cycle. Ahmed asserts that institutions hide complaints because complaints are stored in a metaphorical filing cabinet and become a record not just of what happened to a person, but also of what happened to an institution. Unfortunately, institutions favour their reputation above all else. Using over 40 anecdotes from multiple different universities, Ahmed makes her point clear. The institutional decision to push complaints aside means that complaint requires a new understanding, beyond institutional policy and procedure. She considers a quote by Audre Lorde: “The master’s tools will never dismantle the master’s house.” The queer methodology that Ahmed applies to complaints reimagines a new mode of resistance to the complainers, one that brings some agency back to the complainer, and takes it away from the oppressive, hidden structure of universities. With each complaint, you leave a piece of yourself behind, like writing on the wall or a leaky pipe – these records are something that universities want to contain. Eventually, though, the pieces left behind add up, and are used to create a new atmosphere, a new shelter. Complaint finally transforms from a reactive resistance, to a productive force that (eventually) cannot be ignored. Throughout her lecture, Ahmed comes back to a metaphor of a post box occupied by birds nesting, which she uses to visualize what a complaint can feel like; the post box, though it was not created for the birds that nest within, becomes a safe shelter. Yet the nest can also be disturbed by the letters within. “We know so much from trying to transform the worlds that don’t accommodate us. But that fight can also just be so damn hard. When we have to fight for an existence, Nelly Wat | Managing Editor you can end up feeling that fighting is your existence. And so, we need each other. We need to become each other’s resources.” She also uses the post box to describe “the queer map of the organization:” “Queer maps, as we know, are useful; because they tell us where to go to find queer places [...] places that might provide temporary shelters. Those gay bars can be our nests. Where we want to be.” “Complaint is writing on the wall, ‘we are here, we did not disappear.’” Pinkwashing in Israel SPHR Holds Workshop for Queer History Month Willa Holt Sci-Tech Editor content warning: colonial violence, homophobia, transphobia, antiLGBTQ+ violence O n October 18, McGill Students in Solidarity with Palestinian Human Rights (SPHR) held a workshop on “pinkwashing”: the hijacking of LGBTQ+ rights and struggles for a specific political agenda, namely one which reinforces oppressive systems. The workshop, sponsored by McGill as a part of Queer History Month, included a presentation, followed by an open discussion, during which attendees were free to ask questions and reflect on their experiences as well as the information presented. After an overview of the term “pinkwashing,” the workshop moved into examples of its use in Israeli propaganda, emphasizing the way Israel distinguishes itself from surrounding countries. The 2017 promotional video for Tel Aviv Pride was shown as an example. The video advertises a very sanitized, party-like atmosphere, presenting the event (and, by extension, the city and country) as an appealing and cosmopolitan tourist destination, rather than a political protest for LGBTQ+ rights. This strategy works to improve Israel’s image and strengthen the perception of Israeli social rights – despite the fact that Israel still allows conversion therapy, and that there is only one doctor in the country who is allowed to perform gender-affirming surgeries (and even then, only after approval by a committee). The presenters then deconstructed the dominant narrative that Israel is the only “Westernized,” democratic country in the Middle East. By aligning itself with “American” (and “Western”) values and by opposing itself to Muslim-majority surrounding countries, Israel casts its neighbors as the “other,” and presents itself as uniformly progressive. This, they added, is a common narrative passed down from the rhetoric of colonial-era scholars that depicts Muslim and Arab communities as “backwards,” which provides “legitimacy” for Western interference and imperialism. Further, as the presenters explained, this progressiveness is used as a shield from outside criticism: often, critiques of Israel’s human rights abuses are met with questions about social issues (LGBTQ+ rights, in this context) in neighboring countries. This “whataboutism” – redirecting the focus from one issue to another – helps to distract from the real problems at hand. During the discussion period, one attendee asked if the presentation was denying that Israel is progressive on certain social issues. The presenters clarified that, while Israel is in some ways accepting, it is most important to recognize the ways that Israel takes advantage of its “progressive” appearance to advance its political goals and provide cover for its human rights abuses. They provided the example of Israel’s explicit acceptance of queer soldiers in its military: this leads to the idea of a “progressive” – or justifiable – military, ignoring the reality that those who refuse to serve in the Israeli Defence Force (IDF) are jailed, and ignoring the numerous documented human rights abuses committed by the IDF. Especially during Queer History Month, spreading understanding of pinkwashing is crucial, both in the context of the Middle East and globally. During the discussion period, this question was raised: “What can Phoebe Pannier | Illustrations Editor we do now, and from a distance?” The presenters emphasized the importance of raising awareness of this issue in North America and of challenging both external assumptions and internalized prejudices. They also expressed that pinkwashing is not specific to Israel, and it exists – and can be addressed – in Canada and the US as well. Beyond its purely educational aspects, the workshop opened the floor for personal questions and conversations that could otherwise be difficult. Several attendees shared their perspectives on how pinkwashing, and institutionalized anti-Arab sentiment, has appeared in and affected their lives. In the coming months, SPHR plans to host a workshop on “greenwashing” – environmental progressiveness as a political tool. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Coverage from The McGill Daily Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Paper Volume 109 Issue 7 Page Number(s) 4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource “Complaint as Queer Method": Sara Ahmed Lectures at McGill Description An account of the resource Feminist writer and scholar Sara Ahmed speaks at McGill. Creator An entity primarily responsible for making the resource Nelly Wat, Michaela Keil Publisher An entity responsible for making the resource available The McGill Daily Date A point or period of time associated with an event in the lifecycle of the resource 2019/10/21 Format The file format, physical medium, or dimensions of the resource PDF events feminism sexual violence https://d1y502jg6fpugt.cloudfront.net/62030/archive/files/50e7d08b1cf1c6d76f296a51c22d7117.pdf?Expires=1792627200&Signature=E6Nn23u0gm1Xdr%7Ellwq8yUYYG5HGG15F706xlNnjZ6Av7ozZA1hR8E1cCENAg4Lq5y0tkPG6jXUiI4ZXJ8M-%7EesSWGpCYjTZkW9DKr750sZ8mbMAYpV7UY56X%7EocufJn9RP2j6%7EVUFwDzzVxEZ9XfeuPe-M56Rb9AZDfGiGMLzAGF-ATyilPnm%7Eug4JS2dgrEQH%7E%7EuQa9nJg%7Eqoslq5K2vHEiVg%7En9R-aJbVnZZ51cASiqzd%7EEkcr7-GRInOZPm9bKNoFuuE0iY7SRl4kcN98tAuGz11Bq9Xg8tmU5jbdq1wxhEX57gyshx2o8OjEtgy-Psiu%7EZ9HjjF3YQHwyGFCw__&Key-Pair-Id=K6UGZS9ZTDSZM eba2b308c8ca9d321619f134af3c8517 PDF Text Text EDITORIAL Volume 109 Issue 5 September 30, 2019 mcgilldaily.com | The McGill Daily 3 editorial board 680 Sherbrooke Suite 724, Montreal, QC H3A 0B8 phone 514.398.6784 fax 514.398.8318 mcgilldaily.com The McGill Daily is located on unceded Kanien’kehá:ka territory. coordinating editor Eloïse Albaret “It Takes All of Us” is Not Enough managing editor Nelly Wat news editor Yasna Khademian Emily Black commentary + compendium! editor Vacant culture editor Kate Ellis features editor Vacant science + technology editor Willa Holt sports editor Vacant video editor Vacant photos editor Vacant illustrations editor Phoebe Pannier copy editor Vacant design + production editor Vacant social media editor Justine Ronis-Le Moal radio editor Vacant cover design José Noé De Ita Zavala contributors Daisy Sprenger, Kelsey McKeon, Pandora Wotton, Athina Khalid, Willa Holt, Claudine Loop, Michaela Keil, Nelly Wat, Phoebe Pannier, José Noé De Ita Zavala, Yasna Khademian, Marina Nysten le délit Grégoire Collet rec@delitfrancais.com Published by the Daily Publications Society, a student society of McGill University. The views and opinions expressed in the Daily are those of the authors and do not reflect the official policy or position of McGill University. The McGill Daily is not affiliated with McGill University. 680 Sherbrooke Suite 724, Montreal, QC H3A 0B8 phone 514.398.6790 fax 514.398.8318 advertising & general manager Boris Shedov sales representative Letty Matteo ad layout & design Mathieu Ménard dps board of directors Sébastien Oudin-Filipecki, Juliette De Lamberterie, Boris Shedov, Grégoire Collet, Eloise Albaret, Nelly Wat All contents © 2018 Daily Publications Society. All rights reserved. The content of this newspaper is the responsibility of The McGill Daily and does not necessarily represent the views of McGill University. Products or companies advertised in this newspaper are not necessarily endorsed by Daily staff. Printed by Imprimerie Transcontinental Transmag. Anjou, Quebec. ISSN 1192-4608. content warning: sexual violence A s of September 23, all students have access to McGill’s new consent-focused sexual violence prevention program, “It Takes All of Us.” It is recommended that students go through the 45-minute program in one sitting. The program stops playing if the viewer leaves the webpage, but this does not prevent students from leaving the page open while they do something else. Each page features a pause button allowing students to stop the program momentarily if overwhelmed. However, students have noticed that all of the sections are skippable, allowing them to complete the program in mere minutes. Furthermore, the consequences for not completing the program – placing a hold on add-drop functions – do not affect students who have already registered for their winter courses or are graduating at the end of this semester. The program presents valuable statistics and a generally healthy and realistic understanding of sex and consent. For students whose backgrounds do not include sex education, or who have a less comprehensive understanding of consent, “It Takes All of Us” could serve as a valuable introduction to respectful sexual interactions. But it is just that – an introduction. In order to be truly effective, McGill must follow up with the tangible support that it is not currently providing. A 45-minute online program cannot, and will not, solve McGill’s sexual violence problem. The program’s stated goal is to “increase awareness of social violence in order to shift campus culture to one of respect and consent.” Sexual violence is not a secret epidemic – certainly not on a university campus, and assuredly not at McGill. The Campus Climate Survey Validation Study showed that an average of one in ten (and up to one in five) undergraduate women experience sexual assault in just one academic year. However, this estimate is conservative; these numbers are higher for LGBTQ+ people and people of colour, with Indigenous people facing almost triple the amount of sexual violence as non-Indigenous people. We are past the stage of raising awareness. We need meaningful action now. “It Takes All of Us” is mandatory for teaching staff and administrators as well, but the consequences of failing to complete the program are unclear, and multiple professors report that they have not yet been notified of these requirements. According to the program’s FAQ, the module for teaching staff and administrators will not be available until January 2020, over six months after its initial release. Over the past several years, McGill has shown repeated disrespect for students’ calls for a safer and better-informed campus environment, and has consistently failed to implement effective plans to combat sexual violence. The University’s first Sexual Violence Policy (SVP), which was only adopted in 2016, was not well-received by student groups, namely for not being pro-survivor and not providing adequate resources to report sexual violence. Prior to this, the University did not have an official policy and referred only to the Student Code of Conduct. On January 1, 2019, McGill missed the deadline to adopt an updated policy in compliance with Bill 151, a provincewide requirement on post-secondary sexual violence policies. By not providing compulsory training for all university officials, among other failures, McGill’s current SVP still does not comply with Bill 151 – which also needs improvement. Prior to and during its implementation, students and student groups, including the Sexual Assault Centre of McGill Students’ Society (SACOMSS), have expressed their issues with the updated SVP. Their concerns have been “consistently met with hostility and disparagement” by the administration, according to multiple open letters. These examples, which are by no means exhaustive, are indicative of McGill’s complete disregard for students and their needs, and for creating the community of “consent and respect” the administration claims to support. Before McGill proclaims that “it takes all of us,” and that it’s our “communal” responsibility, the institution must do its part to address systemic imbalances of power that perpetuate sexual violence. As it stands, the burden of care falls on students who are forced to rely on whisper networks to protect themselves. McGill must provide adequate support for survivors of sexual violence, it must believe and encourage belief of survivors, and it absolutely must provide non-traumatic services for those who come forward. McGill’s administration gains social capital from student-run services such as SACOMSS, and from incredibly sensitive and effective in-person workshops like those run by Our Shared Spaces, despite having no active role in creating or running these programs. Real people leading workshops are able to accommodate survivors and their comfort zones, and to directly confront potential abusers and their internalized violent ideas. As a student body, we must pressure McGill to provide adequate resources. A revamped “It Takes All of Us” could potentially serve as an introduction to the topic, but inperson follow-up sessions are necessary. We can pressure the administration to do better: send your criticisms and opinions to Angela Campbell, Associate Provost (Equity and Academic Policies) or to sv-education@mcgill.ca. Call or write to provincial representatives, specifically Hélène David (sponsor of Bill 151), and encourage them to push for more comprehensive sexual violence programs on university campuses, and to improve the content and enforcement of Bill 151. If you or anyone you know is struggling due to sexual violence, consider reaching out to SACOMSS. Read us online! website Facebook Instagram twitter www.mcgilldaily.com www.facebook.com/themcgilldaily @mcgilldaily @mcgilldaily CONTACT US Coordinating NEWS COMMENTARY CULTURE FEATURES SCI+TECH SPORTS coordinating@mcgilldaily.com Managing PHOTOs news@mcgilldaily.com commentary@mcgilldaily.com ILLUSTRATIONS DESIGN + PRODUCTION culture@mcgilldaily.com COPY features@mcgilldaily.com WEB + Social Media scitech@mcgilldaily.com MULTIMEDIA sports@mcgilldaily.com managing@mcgilldaily.com photos@mcgilldaily.com illustrations@mcgilldaily.com design@mcgilldaily.com copy@mcgilldaily.com web@mcgilldaily.com multimedia@mcgilldaily.com � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Coverage from The McGill Daily Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Paper Volume 109 Issue 5 Page Number(s) 3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource “It Takes All of Us” is Not Enough Description An account of the resource Editorial arguing that the “It Takes All of Us” sexual violence prevention program is inadequate in addressing sexual violence on campus and that further resources are needed. Creator An entity primarily responsible for making the resource The McGill Daily editorial board Publisher An entity responsible for making the resource available The McGill Daily Date A point or period of time associated with an event in the lifecycle of the resource 2019/09/30 Format The file format, physical medium, or dimensions of the resource PDF Admin editorial It Takes All of Us policy Sexual Assault Centre of the McGill Students' Society (SACOMSS) sexual violence Sexual Violence Policy https://d1y502jg6fpugt.cloudfront.net/62030/archive/files/e460fd37197a12354276cd0a7a56888d.pdf?Expires=1792627200&Signature=M5iJYP65o7RCxFQUQ6v6Qp2oFRgIErJPRN5f3WXXg3ZB9iDFJTn44HhuVhcsf6-hVnT2JgWU5gRr5G6BPrZmi3zZpnR6cKUa85brQaqFN%7EIVTNrH5ALTpqH7i7PEwsWWwxvhGqjve0SNV26Yn0rdqVQQk3DKQhADeumOoZio5Ib5xoiI8kDY93QzL3WwNdW5hVS-wdQjWVdZ4TUYP7rbd9hrigLm0DCLBA0B1KAwwlWY06-eyVupJnlCSQP3a5ls78HEqH0nQ3UQ%7EVyCPo3bJGuBh-Or9BpHt2JUy8pGfwdLeXgxLdhyX1L2gku634FisfikB7TcvoYQQPNOPnyddg__&Key-Pair-Id=K6UGZS9ZTDSZM 41506417903de5e5e6f0b0c030ef59a2 PDF Text Text 4 News February 4, 2019 mcgilldaily.com | The McGill Daily McGill “McGill Needs SEDE” Students Raise Concerns Over Office Restructuring Claire Grenier The McGill Daily I n August 2018, the McGill Reporter revealed that McGill’s Social Equity and Diversity Education office (SEDE) was undergoing structural changes. Director of SEDE Veronica Amberg told the Reporter that her “new vision of SEDE will be to expand the access and community engagement programs.” She went on to state that SEDE will “become a resource hub [...] predicated on recognition of the need to create pathways to education through longitudinal support, mentorship, and targeted outreach of especially populations who may experience barriers to getting an excellent post-secondary education.” Amberg also emphasized the modifications being made to SEDE’s strategy of community outreach and engagement. Outreach efforts once handled at SEDE are now the responsibility of enrollment services. SEDE’s initiatives with regards to community engagement postrestructuring, however, are where there has been the most contention and concern. SEDE describes their mission as “address[ing] barriers to education by celebrating and integrating diverse perspectives into campus culture, and fostering research and mentorship opportunities to support more equitable, inclusive outreach and research at McGill.” The office runs many programs like Family Care, which provides resources to students who are caregivers, and hosts events for occasions like Black History Month. The office also runs homework help initiatives and programs at high schools in Montreal. SEDE has established itself as a link between marginalized communities around Montreal and McGill. An open letter to Associate Provost (Equity and Academic Policies) Angela Campbell posted on Facebook in December 2018, as part of an online campaign called “McGill needs SEDE,” claims that the office is effectively closing. “The McGill Administration justifies this decision by claiming this move will prioritize equity, but breaking up programs of the SEDE office contradicts the real needs and demands of the McGill community.” In response, the Reporter published an article outlining the main changes in the office so far. The article states that McGill’s equity education advisors are “more aligned with” work concerning anti-harassment and antidiscrimination, as well as the mandate Nelly Wat | The McGill Daily of the Special Advisor to the Provost on Indigenous Initiatives. The Family Care Coordinator will be relocated to Student Services, a new position of employment equity administer will be replacing the community partnerships associate and will take on the role of “improv[ing] access to employment at McGill to diverse groups, and develop mentorship opportunities for McGill students with diverse identities who may seek career opportunities at our University following their graduation.” These changes to SEDE were carried out with no direct student consultation. In correspondence with the Daily, Campbell explained that the SEDE revisions were inspired by other McGill initiatives which featured student input, like the task force on respect and inclusion. She asserted that “changes were motivated by the objective of enhancing the visibility and impact of the work that [my] colleagues within SEDE do in connection with equity and community engagement, and to ensure that there are strong resources in place to support this work.” This sentiment was echoed by Interim Deputy Provost (Student Life and Learning) Fabrice Labeau at a recent roundtable with student press. “What we’re trying to do through this is take the different functions of SEDE and put them in locations where they’re going to be strengthened and have more support,” he explained, “putting these things together in the same service is going to help out.” Campbell further explained that a focus on equity was the whole purpose of restructuring SEDE. She also asserted that these changes are “positioning those roles in spaces where they will be more supported.” The community outreach efforts to be carried out by enrollment services will apparently see little change in the day-to-day operations. Campbell described the mission of community outreach as “facilitating the goal of bringing McGill into communities and to students who might not otherwise have access. [...] [We want] community engagement which focuses on the ultimate goal of enrollment. Our goal is to focus on pathways to the university,” and once students are here, “making sure they are fully supported.” Equity initiatives are now more than ever focused on “bolstering celebration and recognition of diverse groups on campus,” with a special focus on Indigenous students, current and prospective, according to Campbell. Over email, Anurag Dhir, Community Engagement Coordinator of SEDE, identified a few programs at risk following the changes at the office. He said community engagement will be “repositioned to focus on co-creating Indigenous access to education programs with diverse communities, schools and community partners,” and that this will take place through enrollment services. However, the Schools Outreach program will stop receiving funding after this semester. Additionally, Experiential Community-Engaged Learning & Research (ExCELR), a program started in 2016 which “provides McGill students with community-based experiential learning in various McGill courses, and as part of the Minor in Quebec Studies,” is “looking for a new home.” Dhir explained the importance of ExCELR, detailing how it “meets SEDE’s mandate to provide experiential equity education opportunities for students while providing mutually beneficial and impactful long-term relationships with local community organizations who work with marginalized populations.” He also added that “this program has received positive feedback from students, community partners, and faculty.” While many involved in the McGill administration believe that the changes to SEDE reflect positively on McGill’s public commitment to equity, those working within, or served by, the office are concerned. They worry that the office’s services may be of less quality, that programs may be cut, or that SEDE will disappear. In the open letter, organizers argue that, despite McGill’s assurance that these efforts will be beneficial, these changes mean that “SEDE will cease to exist as an independent body, depriving McGill of a nonbureaucratic office for equity.” In an interview with the Daily, organizers of the Facebook page “McGill Needs SEDE” Ananya Nair and Maheen Akter expressed concerns over McGill’s handling of SEDE. They pointed out how McGill only provided information about the changes after they had started to be implemented. Akter said that it was “almost blindsiding to see that the administration was making these changes without student input,” and that “from an outsider’s perspective it seems like SEDE is closing.” The organizers also expressed the feeling that administration was being “purposefully vague” in some of their responses, pointing to a lack of clarity on what students are losing with the changes to SEDE. Further, they wonder if community engagement will be “taken seriously” at enrollment services. They identified their main concern as the lack of consultation with stakeholders. “How would the administration know what is better for the students without asking the students?” Nair asked, continuing, “they didn’t consult students involved with, or who benefitted from, these projects. [Student consultation] can’t be bypassed.” “The McGill Administration justifies this decision by claiming this move will prioritize equity, but breaking up programs of the SEDE office contradicts the real needs and demands of the McGill community.” — “McGill needs SEDE” Open Letter On January 29, Nair posted on the Facebook page, thanking people for their support and reiterating their mission. “We remain unconvinced that certain community engagement initiatives in SEDE will continue to exist to their full extent, but since we are currently led to believe that these projects will continue under their respective offices, we have little ability to demand the continual existence of the physical office itself,” the post read. The post went on: “by diverting these initiatives to spaces across campus, the collective action that the SEDE office was undertaking to ensure inclusivity and diversity on campus through equity education and community engagement may be diluted.” Attempts to contact officials at SEDE by the Daily were redirected to other personnel in administration. McGill administration will be meeting with members from student organizations to discuss changes within SEDE and other equity programs on February 12. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Coverage from The McGill Daily Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Paper Volume 108 Issue 16 Page Number(s) 4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource “McGill Needs SEDE” Description An account of the resource After the Social Equity and Diversity Education office (SEDE) is restructured without student consultation, students and staff are concerned that SEDE's programs may be cut or that SEDE will disappear. Creator An entity primarily responsible for making the resource Claire Grenier Publisher An entity responsible for making the resource available The McGill Daily Date A point or period of time associated with an event in the lifecycle of the resource 2019/02/04 Format The file format, physical medium, or dimensions of the resource PDF Admin