1 10 2 https://d1y502jg6fpugt.cloudfront.net/62030/archive/files/a4ac563391dedc4427673307b53ef6a3.pdf?Expires=1779926400&Signature=YdvQn4dAvF%7EMBLzfW%7ECe9oP4DlF%7EQUKWA6YYGYciR8N%7EGb5DVc2sB5UgtQ0WvNiO9nA-6FyeCGKngXuvQzTfz8ClArX1I%7EaoQeS4s2pYo3YXCEnY8VpxK%7EZwzRK2S9ho8IEDFTsG-guKusL7D6PQrP1JrQupWR0mdOu60HEAaBLRzYF7HGC2ilOso-K1KSE47y%7EYTHUZAVSfbjrK0dYlniaag57U6GJgCrlUuHa7mF-QB9VImVIUYnEvNApXYePe3RQiCMQamX8rpYodVNLID6xHYv9rU057G0pzfxT0V51Pfglos8NahPijIgr8B6OshshFp8Hf52MC1zMM2k8zrg__&Key-Pair-Id=K6UGZS9ZTDSZM e8884303fefe56a9453d5a3ab830f2b6 PDF Text Text • Mach 2005 tioti$!A closet featuee 3 ILLING THE GAP CANADIAN GOVERNMENT REPORT GARNERS AFN ATTENTION Aboriginal'student numbers may be in decline due to lack Of funding AIMte VAN DRIMMEUN THE UNK (CUP) Despite tndjcauons over the past two decades that the gap in between aboriginal and people has diminished, recent reports that thcg trends may be reversjng, especully in the area of educatton "In the last four years there has literallyno progros in clCBtngthe gap in graduation rates tktween Pirq Nations and Canadian citizens. • stated the Assembly of First Oue Nations' (AFN) National (hef Phil Pontatne in a Novemtrr 23 pres release. this is Jeft unchecked, it's gotng to create a crisis in the Canadian economy. • EDUCATION The statement was sparked by the relear that same day in Ottawa of the Auditor General of Canada's report, which noted •educational parity is still a lcmg way off foc First Nations. • Accordingto the AFN, the Of First Nationspeople in postecondary institutkms has been falling, with over 2,000fewer enrolled in than in This is due not to lack of interest. but lack of resources, said Fontaine AIMÉE VAN DRIkMELEN THE LM (CUP) ooted in religious domination and colonialism, Canada's education system and its agenda of assimilation, has always been a heavy burden for aboriginal people. The sordid tales of past abuse in residentialschools have brought some of these iSQJes to the surface in recent years, fillingnewspapers and news broadcasts across the country.But while residential schools are now closed, on an everyday level, the clash l*tweenour current education system and the needs of aboriginalpeoples continues. •we have 10.000First Nations stu&nts on waiting lusts,ready and Willingto further their educatxynand culEibute to the «onomy, but they cannot the resources they are rightfullyentided to." he stated, noting a correlationtktween thee figurø and a genenl lack of funds available for First Natiotv In 1996, the Government of Canada's Student Support Program, ere federal fund that allows many First Nations students to attend school for free, was capped at $237 rmlhon annually According to the auditor's report and the AFN, this limit has put •Tiereb a pp between formal education programs Indian Federated College (SIFC).Hß graduating clas was Natk»ns' aspirations," writes University of the school's last In 2003.SIX proudly trcame the First professor of law Patricia Monture-Agnus in tX)0kTbun& in My Soul: A Mohawk Woman Nations University of Canada (FNUC) considered the institutionof aboriginal leaming country's Heit knows firsthand the importanceof having accos I unerstandthat gap to be a problem in educatim.• Accordingto Monture-Angus,the problem lies in an to an educationsystemrealizedand run by aboriginal of cultural relevance and sensitivity in both cur- people and can tell you now that none of my success would The result: EPirstNations children o leave[the education) system with a positive First have been achieved had I choæn another facilityto purBunyargue that Canada's mainstream education sys- m sue my education.• he says. "Sure I would have done just as well in many respects, but my time at SIPC held more not rove the Capacityto ackquately address significanceto me and appealedto me in more ways than a mainstreamcollege or universityever could have •e correrru akme. at the time.' education alternatives Danx)fiHeå graduated two years ago with an English Although he grew up primarily within the city of Regina. as a "status" First Nations r*rson, Heit was lucky to receive funding to attend postsecondary education IndianAn double major from the Saskatchewan through his band, Mistawasis, a conaraint on the number of First Nations «udents who are able to access post secondam institutions In a Indian and Northern Affairs Canada (INAC) report. Minister Andy Sott stated that his department qould commit to work with aboriginalpeople and •supB)rt and enhance areas with the greatest potential to produce lasting results for the largest number of aboriginal people in need (which) tncluck educauon and economic development.• Some aboriginal-runpostsewndary education programs expected support in this budget. They did not recerve it. Acx•ordingto Scott, "INAC will work to support First Nations school systems that have the capacity to provide a quality of education similar to that of provincial s»tems, including comparable for teachers, access to special education services and support f6i'•g early development. • �4 page) He chc»e SIFCtxxh build Lndun education. fine arts, and the necessary to work in his cht.> languages, co business, English, and sciand as •a pursuit of Rif-actual• ence- Accordingto Ileit, what students izaOm.• to cultivate and strengtlEti bb out these many courses is an Rknury as an indigenous education atx»utthb country. us history. A student throughout eleits people but from a different OEntary and secondary school, Heit believes that ina&quactes Itte perspective is not new, he says, •Before I started university, had Nations people, but other minorities, many questions that I couldnt aruwer.n including the mainstream.• says. am bilingualin French and Heit feels that the developmentof English, which was what was taught and support for Schools like the FNUC in elementaryand high schcx.)l.I had a are indications dut, •the barricades of fairly good education of European and the old standards of education are being Cree, Mohawk, and Inuit After three yars of tuck-and•forth negotiatioru within the university. gram b now waiting for approval Arts and Sciencæfuulty council, •ryemblaysays cmald take a while. She is hopeful that it will be approved soon so they can move on to the next descent, "Maybe it" a tourist there's a recognition that thing, people exist. In Montreal, aborigina it devoid of that," When there no organization by and for nul students on the campus, their active existence in the past principaux des universités de Qu *Ille Native Friendship Centre and the Department of Education, Montreal was founded by "People are realizing that students in the seventies,' Concordb he thaeit's timely: and that it's-relevani describing the downtown organizatim as a course of study,• says Tremblay. where he currently holds a seat as representative on the board of youth directors vas the Native Students' oncea was finished high schod and Saskatchewan and the rest of Canada Associatbn until it got its own and the committee hope the program an autonomous funding and became it dawned on me that very little of that organintion "People are being prepared for this will be implemented by 2007. "It was (also) the Native information applied to me. frightening and challenging future to Students' can count the number times better equip themselves with an under. Aboriginal students Invisible,. Native Education going,' he I've used the [French) language with standing of each other, continu« •But when I got here, there was less than my ten fingers in a situation the diversity of this (themselves). and despite actiw pa" dynamic communino Native outside of school,' says Heit. presence: ty, (as well asl with a strong foundation Open since 1992, the Centre for With the support of the CNE, •yet when I attended cerernonies on in their own chosen field of study." Native Education serves the aboriginal Brosseaustarted up a the reserve,in the communityor at the new Aboriginal student population at Concordia and Students' Association for FNUC,I couldnt understand a single Toward a union of minds In Concordiathb is the only service of its kind at the year. With 30 members already, word out of the mouths of my own the club Quebec university. meets every Wednesday at pie, and I still understand very little.' -As an aboriginal person myself, L CNE to hang out, discuss noon at the With three campuses in the a varietyof Even though there are Saskatchewan cities of Regina, lion aboriginal people close to a mil- understand where aboriginal students issues, and plan future events. from 11 different are coming from and what they're going Having a Saskatoon. and Prince Albert. the inde- nations including Peoples' Studies Inuit and Métis in the through,' says Tremblay, who is of Cree gram pendent and aboriginal-run FNUCseeks province of Quebec, like thecone the works there exists no Concordia'ßwould be a further step to •enhance the quality of life and aboriginal education program in any of uniting aboriginal students and improvto preserve, protect, and interpret the the province's 20 universities. ing the educational experienceof an history, language, culture, and artistic Manon Tremblay of Concordia I had a fairly good students, says Brosseau, especially heritage of First Nations,' according to University's Centre for Native Education Quebec, where he feels, "Nativeissues its mission staternent. education of European (CNE)hopes that won't be the case for have been shelved until now (and)need Its predecessor, the SIFC, opened much longer. For the past and Westemcurricuthree years, to be revealed, and to become popular its to nine students in 1976,after Tremblay and others have been planlum and culture, but signing an agreement with the University ning a First Peoples' Studies program once I was finished of Regina. Today, the FNUC maintains for Concordia. Stepping on toes in Oe high school and began an average annual enrolment of over planning committee, whose core 1,000 students, one-quarter of whom group includes people from the CNE, searching for a life come from outside of Saskatchewan aboriginal graduate students, and varifor myseff, it dawned According to Trernblay, many and represent every province and terri- ous professors,has already developed on me that very little fescrs face the challengeof teaching tory in Canada. the courses and curricula for the proof that information classes filled with qudents from many Enrolment in the university is open gram. lhey are now in the process different nations. and in an effo«tto be to aboriginals and non-aboriginals alike. of going through "several layers of applied to me all-encompassing, often over-generalize Heit stresses that the FNUCis not an approval, and -back-and-forth negotiaTechers have little idea what kin& of institution dedicated solely to people of tions,• explains Tremblay. otRacles aboriginal gudens are facFirst Nations decent, but rather one run In the course of their planning,the ing, and s&ools' curricula are by First Nations educators for the ben- committee looked at all of the other ancestry from Saskatchewan and ins not culturally sensitive, she explairb efit of all people. As a .qudent, however, programs available across Canada for been working at the CNEsince—I". •Aba•iginal feel like toes are he encountered misconcepdons about inspiration and ideas, including the One of the obstacles for qepped on all die time.' the school's inclusiveness. SIFCtFNUC studeno who come from small reerva Tie current lack of aboriginal-sped"Ihere is fear of and resistance to They found that while accounting for or communities is isoladon and shock, ic curricula, with a focus the diverse this kind of cultural development," says the multiplicity of cultures and traditions says Tremblay. •Aboriginal studens are religims, and culturs, a Heit. "Severalnon-native people feel as of aboriginal people, similar programs (sometimes) worlds apart from the main- source of cmtention within universtiö, though the FNUCis just for First Nations tended to focus on the nations that are stream. • she nys. people, (and] that this kind of education found in the geographical regions of Some qudents feel that Montreal is •StudenB feel alieruted beause is a form of ostracizadon and segrega- each particular school. lacking a strong aboriginal presence. curriculum does not reach out to them. tion to further create an •us and them' In the First People' studies program, Amijoseph Brosseau went to Concordia and often has no bearing thew • mentality. certain courses will focus on issues from Victoria, B.C., last year and vas live.' •so much time is spent on educat- ommon to all aboriginal people, such surprised by what he feels is During her years at the CNE, ing the people of this country about as Canada's colonial history or docu- ibility of aboriginal students the invison that has heard the concems and complains Europe, about Westem culture," says ments like the Indian Act (which will campus. of many aboriginal stud<its. The üfot• Heit. "What the FNUCboils down to Is receive a whole class in itselD.A spefound it quite shocking coming madon given when Native Lesuesare an institution that balances the scale of ciflc focus will be given to the people from the west coast where there's been discussed is often inaccurate culturwhat we learn." of Quebec with a special emphasis on a major renaissance (of First Nations' ally insensitive, and it is cunmon to school offers diverse programs, the province's three largest groups: the culture),' says Broseau, who is of Métis focus on the negatives,she says. While she understands it may take much longer to wade through the bureaucracy and is reluctant to make estimates, she �IL 5 f'eopleS 5 feel that their contribuor, in the cla.s dont count. dry are tokenized and on behalf of a whole to speak rte sourceof students'concem where non-Native instructors are Native topics u believø that the only peo- to teach these gho are qualified aboriginal people thernselves. "no matter how positive the it's the relation of an observer to he says. to the CNE Shena student comes usually a complaint, Tremblay that he or she approaches professorin question after class to the issues. "fie vast majorityof aware they umesprofessors are not she says. inappropriate," something up. very often ask for help to make there, as it was when I was growing expanding into thousands," he says. that next time what they say is It's "Kids see that there is a future out there Hate." for them when they see the success of the few among the negative images in the media and in the .realitiessome of U'inking and underthem face." ng Ihe First Peoples' Studies program have a similar effect for Quebec. could against charges is it Whether will "help toon police officers for dumping According to Tremblay it at," men outside of town on freez- others understand where we are FNUC, the the like because, especially tencontinual the or nights winter interbetween numerous Mohawk resi- program will be open to "anybody aboriginal of Kanesatake and exiled Grand ested in knowing more about James Gabriel, conflicts involving peoples." Many people, aboriginal and nonpeoplesteceive little nuanced alike, are beginning to see aboriginal the in attention detailed plysis or media a shortfall aborigi- the evolution of aboriginal-realized edusocieducation programs are helping to cation programs as pertinent for ety as a whole. Canadian Indian and flify across the country. programwould go a long way Northern Affairs Minister Andy Scott what's going on," says recently pledged to work together with understanding lay, who points to education as First Nations people to "turn the corner for 'tool for this understanding. "It is dif- without delay and provide support Nations' First including areas, different issues, aboriginal understand to taxation or reservations, without school systems. A successful graduate of this very the Indian Act, and what vas meant to be throughout its various system, Heit believes that more institu. It is the only piece of legislation tions like the FNUC are needed. Ihe brand of educagoverns a whole people in Canada... implementationof it binds us from the moment we are tion reeks of relevance in this day and age," he says. "l totally support Concordia in their obstaclesare for postsecondary edu- development of this kind of curriculum without a history of Native educa- to fill long-empty gap that has been • —like the residential school system growing toward this union of minds. The realization of a First Peoples' and the sense of mistrust that (has created in educational authorities," Studies program would be a first step contfr•ues.•It has fostered a mental- in bridging —on equal terms —the longin parents that doesn't encourage kids standing divide between the educational go to And when they do go as experience of Canada's indigenous peothey mistrust everything." ples and that of their colonizing society. Heit has observed that one of the process will require an immense p«xitive impacts the FNUC and degree of critical thinking and underbefore it have had on his home standing, two things —if the past is any ce is that of visibility. indicator that are usually in short sup•For once, there are not just a hand- ply when Canadian society tries to come falof educated First Nations people out to terms with its colonial past. 'People can't really understand what 4. IS MCGILL? How ACCOMODATING McGilloffers a variety of services to its relatively small aboriginal community, centring around the First Peoples' House (FPH). Lynn Fletcher, an administrativestaff member of FPH, spoke of the importance of these services the —such as hot lunch programs, elder visits, and community support —and bonds they help to create. hot lunch prc» "Likewith all students, financial means can be meagre. corne in from Eiders going. (students) keep and sickness off gram helps fight neighbouring communities to share wisdom and give support. (FPHJis a glace to feel at home." While the focus of FPH LSon aboriginalstudents. in some ways it serves the greater Montreal aboriginal community as well as non-aboriginals, argues Associate Dean of Students unda Starkey.Starkey is temporarily fulfillingsome of the responsibilitiesof the FPH coordinator while a search for a rrrmanent replacement takes place. She says that the nature of some events put On by FPH allows the centre to introduce aboriginal culture to non-aboriginals. "(FPH's)mandate is to be there for McGillstudents. so progamming is directed toward McGillstudents. However, an event like the pow-pow is open to anyone, so in that way [FPHJcan sene the larger community as well. On • movie evenings aboriginal students bring along friends. aboriginal comof McGill's and allies The Dailycontacted various members munity for comment on this piece. However. there was a widespread reluctance to speak on the record. Many were supportive of The Daily's attempts to increase coverage of aboriginalviewpoints, but were also apprehensive about appearing to speak on behalf their community. A recurring feeling was that, while relatively small, McGill's aborigirul community has many diverse and highly personalized experiences that might not be captured adequately by outside journalLsts. Alex niompson, a non-at»riginal student involved in solidaritywork with the McGillAboriginal community through the Aboriginal Students Network (ASN),shared those concerns about speaking on the record. She did. however, talk about another side to McGillthan the one Starkeyspoke of. Iliompson noted that McGillacademia's sensitivity to First Peoples' persp«far from perfect. In particular, there is a dearth of readings frorn tives is aboriginal scholars and insensitive terminology is sometimes used in clas. She also spoke of the reaction on the part of students to First People' culture. "People come to it with interest and respect, but not questioning their asumptions,• said According to Starkey,while McGillmakes an effort to accommodate and be sensitive to the needs of its Aboriginal students in orientation programs, there is also more that the Universitycan do. —Risbi Hargotun � 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 94 Issue 42 Page Number(s) 05-Mar 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 2005 Title A name given to the resource Filling the Gap in Education Creator An entity primarily responsible for making the resource Aimée van Drimmelen 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 on the need for educational programs that better reflect Indigenous culture and history. colonialism First Nations University First Peoples' House Indigeneity https://d1y502jg6fpugt.cloudfront.net/62030/archive/files/d540b8af66f016cb2eea336e70290573.pdf?Expires=1779926400&Signature=J6rI4pxw5Y6fpyZYeXt2D8qRvABMvYwva4CT5cjYDyAKja7r-Tew8j6bHpTLKwKASAsGM3rAh3NxjDUu5GTQlv3bGA4OqfiIG0zh4W36Jm-GKmp3%7Esvfnulr3S4MqLngZnd3ONGjFzIL-cOb%7EnwzwQQqCDLfjDwF1c-Nty%7Ez-7LxCiySTGnwSR6kIn%7E8vB%7ECASbHA-rPiraGTxttB2P29FxIRIXNs0UZRoJJBXuGWrUS1beOmQfYC7d1fT80RiH28oOf-Kg4VRtXS-N2p2UbJg7VqXzeOWd0GapgSRd7hLL97GaJMcSGDDVfnFE1gTurSV6SCxY54XgFyCn3Tl2QjQ__&Key-Pair-Id=K6UGZS9ZTDSZM 334534629ca876facd51ba19ec1b7597 PDF Text Text 11/6/21, 1:03 AM Find Your Space! - The McGill Daily The McGill Daily LING 210 dropouts since 1911 Find Your Space! A Guide to Groups on and Around Campus by Kate Ellis and Willa Holt / September 2, 2020 Like 10 Tweet Whether you are in your first month of undergrad or have been at McGill for six years, you may struggle to find spaces that you feel comfortable in or that provide you the support you need on and around campus. To help connect folks with helpful resources, activism opportunities, and support systems, the Daily has compiled a list of anti-oppressive groups on and around campus. This list is organized in the following categories: 1. Social Justice and Activism 2. Environmental Justice 3. Resources for Racialized Students 4. Resources for 2SLGBTQ+ Students 5. Health and Well-being Please note that any events and activities may be subject to change due to campus closures and social distance guidelines resulting from the ongoing COVID-19 pandemic. We encourage students to reach out directly to groups that you are interested in for more information.  Social Justice and Activism McGill Students in Solidarity with Palestinian Human Rights (SPHR) SPHR McGill is a non-hierachical, “non-profit, student-based organization that advocates to uphold the rights of the Palestinian people in the face of human rights violations and all forms of racism, discrimination, misinformation, and misrepresentation.” Students can get involved https://www.mcgilldaily.com/2020/09/find-your-space/ 1/11 �11/6/21, 1:03 AM , , , Find Your Space! - The McGill Daily p g with SPHR by attending their meetings, informative workshops on the occupation in Palestine, and cultural events such as movie screenings and hummus sales. Facebook: https://www.facebook.com/pg/sphrmcgill Email: mcgillsphr@gmail.com  McGill Students for a Free Tibet (SFT) McGill Students for a Free Tibet is the campus chapter of Students for a Free Tibet, a “grassroots network which amplifies the voices of Tibetans inside Tibet in the pursuit of freedom and human rights.” They use education, grassroots organizing, and non-violent direct action to “campaign for Tibetans’ fundamental right to political freedom.” Students can get involved in SFT by attending meetings, educational workshops, and cultural events such as movie screenings and cooking classes. Website: https://www.studentsforafreetibet.org  Facebook: https://www.facebook.com/sftmcgill/ Email: mcgillstudentsforafreetibet@gmail.com  CKUT 90.3 FM CKUT 90.3 FM is McGill’s non-profit, campus-community radio station! According to their Facebook page, “CKUT provides alternative music, news and spoken word programming to the city of Montreal and surrounding areas, 24 hours a day, 365 days a year.” CKUT has a number of volunteer, internship, and employment opportunities, which can be found at https://www.ckut.ca/en.  Website: https://ckut.ca/ Facebook: https://www.facebook.com/RadioCKUT/ Email: admin@ckut.ca  Independent Jewish Voices McGill (IJV) According to their Facebook page, “IJV McGill is a group of Jewish students and community members who stand in solidarity with Palestine.” IJV organizes and orchestrates direct actions, including demonstrations, along with SPHR, while also acting as a social and cultural space for Jewish students who are critical of Zionism by hosting Shabbat and other gatherings.  Website: http://ijvcanada.org  https://www.mcgilldaily.com/2020/09/find-your-space/ 2/11 �11/6/21, 1:03 AM p // j g Find Your Space! - The McGill Daily Facebook: https://www.facebook.com/pg/ijvmcgill  Email: ijvmcgill@gmail.com  QPIRG-McGill The McGill chapter of the Quebec Public Interest Research Group (QPIRG) is “a non-profit, student-run organization that unites McGill and Montreal communities in the fight for social and environmental justice through research, education, and by taking action.” QPIRG is run by a non-hierarchical volunteer board of directors made up of McGill students and community members. QPIRG McGill works on a number of projects, including their annual event series Culture Shock, alternative orientation program Rad Frosh, alternative school planner School Schmool, and Montreal-based research journal Convergence. Website: http://qpirgmcgill.org  Facebook: https://www.facebook.com/QPIRG.GRIP.McGill Email: info@qpirgmcgill.org  Prisoner Correspondence Project  The Prisoner Correspondence Project is a working group of QPIRG-Concordia that “coordinates a direct-correspondence program for gay, lesbian, transsexual, transgender, gendervariant, two-spirit, intersex, bisexual and queer inmates in Canada and the United States, linking these inmates with people a part of these same communities outside of prison.” They also compile a resource library of information about topics such as harm reduction, sexuality, and HIV prevention, as well as hold educational events about incarceration and criminalization for folks on the outside. To become a penpal, visit https://prisonercorrespondenceproject.com/.  Website: https://prisonercorrespondenceproject.com/ Facebook: https://www.facebook.com/prisonercorrespondenceproject/ Email: info@prisonercorrespondenceproject.com  Environmental Justice https://www.mcgilldaily.com/2020/09/find-your-space/ 3/11 �11/6/21, 1:03 AM Environmental Justice Find Your Space! - The McGill Daily Climate Justice Action McGill (C-JAM) C-JAM is a non-hierarchical group at McGill that “demands climate justice from the McGill administration and Canadian governments” through non-violent direct action. As explained on their Facebook page, their principles are to: 1. Operate under anti-oppressive practices 2. Prioritise Indigenous, Black, and marginalised voices (and work to amplify them) 3. Work to minimise social hierarchies that often manifest in activist groups 4. Prioritise systemic, political change over individual consumer change Past initiatives of C-JAM include organizing the McGill contingent of the global climate strike, hosting a webinar series with Wet’suwet’en elder Marlene Hale, and a DIY seed-bombing workshop with the SSMU Environment Committee. Facebook: https://www.facebook.com/ClimateJusticeActionMcGill Email: planettakesmcgill@gmail.com  Divest McGill Divest McGill is a 7-year-old “environmental justice campaign calling on McGill University to acknowledge and address the urgency of the climate crisis by withdrawing the direct (segregated) investments of its endowment fund from the fossil fuel industry.” According to their website, their specific goals are to: 1. Complete and transparent divestment from the top 200 fossil fuel companies  (globally, by reserves) 2. Mobilize our supporters in solidarity with Indigenous and other marginalized students on campus, in Montreal, and in Canada 3. Educate and mobilize the McGill community (administration, staff, and students) in support of bold and justice-oriented climate action such as carbon neutrality and pipeline resistance Students can get involved in a number of tasks and teams including outreach, communications, and research. Website: https://www.divestmcgill.com/ https://www.mcgilldaily.com/2020/09/find-your-space/ 4/11 �11/6/21, 1:03 AM p // g / Find Your Space! - The McGill Daily Facebook: https://www.facebook.com/DivestMcGill/ Email: divestmcgill@gmail.com  Resources for Racialized Students Black Students’ Network (BSN) The Black Students’ Network is a service of the Students Society of McGill University (SSMU) that is “dedicated to addressing the needs and interests of Black students.” They host a variety of social and political events by and for Black students including Soul Food Fridays, Hair Day, Black Frosh, Black Grad, Youth Day, and much more. BSN has a list of resources for Black students on their website at https://www.bsnmcgill.com/black-at-mcgill. Website: www.bsnmcgill.com  Facebook: https://www.facebook.com/pg/BlackStudentsNetworkOfMcGill/ Email: bsn@ssmu.ca  Indigenous Student Alliance (ISA) ISA is a group at McGill that “provides integrative support for Indigenous peoples’ attending McGill University to connect and share [their] unique, authentic indigenous ways of knowing with each other and with non-indigenous peoples within the community.”  They host a variety of events including demonstrations in solidarity with Indigenous land defenders, educational workshops, bannock sales, and collaborative cultural events with groups such as Am McGill and McGill Students for a Free Tibet. Facebook: https://www.facebook.com/Indigenous.Student.Alliance/ Email: isa@ssmu.ca  First Peoples’ House (FPH) The First Peoples’ House provides many kinds of support for Indigenous students, typically https://www.mcgilldaily.com/2020/09/find-your-space/ 5/11 �11/6/21, 1:03 AM Find Your Space! - The McGill Daily including weekly meals and culturally-informed academic support. The FPH also hosts many events throughout the year, including “Powwows and Feasts aimed at fostering community bonds.” Additionally, the First Peoples’ House offers 10 single-occupancy rooms from September 1 – July 31 each year, with applications prioritizing Indigenous graduate and undergraduate students.  Facebook: https://www.facebook.com/groups/6063708337/ Website: https://www.mcgill.ca/fph/ Instagram: https://www.instagram.com/firstpeopleshouse/ Twitter: https://twitter.com/FPHMcGill Pan-Asian Collective Montreal (PAC) The Pan-Asian Collective is a group that intends to uplift and encourage “meaningful engagement in Asian history and culture” at Montreal-area universities. Through events including potlucks and movie screenings as well as their discussion group series, Un(PAC)k, the Pan-Asian Collective aims to provide space for support, education, and solidarity for the Asian community in Montreal. Facebook: https://www.facebook.com/pg/pacmcgill/ Email: panasiancollectivemontreal@gmail.com Resources for 2SLGBTQ+ Students Queer McGill (QM) Queer McGill (QM) is a student-run service which offers resources including a queer library (English only, online library available on their website), safer-sex supplies, and gender-affirming products. QM also offers events focusing on queer students, including Rad Sex Month, games nights, and open mics. Remote events are being held during this semester, and can be accessed through the Queer McGill Social Distancing Group on Facebook. Facebook: https://www.facebook.com/QueerMcGill/ https://www.mcgilldaily.com/2020/09/find-your-space/ 6/11 �11/6/21, 1:03 AM Find Your Space! - The McGill Daily Website: queermcgill.org Email: admin.qm@ssmu.ca The Union for Gender Empowerment (UGE) The UGE describes itself as a “trans-positive and anti-racist feminist organization.” Its co-op offers safer sex supplies, gender-affirming products, and eco-friendly menstrual supplies, and is operating socially-distanced this semester. The UGE also co-runs an alternative library with Queer McGill and provides discretionary funding for social-justice-oriented projects, and will be providing a safe space in the University Centre (with limited access for pandemic safety reasons.) Facebook: https://www.facebook.com/UGEMcGill/ Website: https://theuge.carrd.co/ Jeunes Queer Youth Jeunes Queer Youth is a bilingual project-funding program comprised of five Montreal organizations focusing on empowering queer youth in the city: AIDS Community Care Montreal (ACCM), Action Santé Travesti(e)s et Transsexuel(le)s du Québec (ASTT(e)Q), the Montreal Coalition of LGBT Youth Groups, Project 10 and Rézo). The Jeunes Queer Youth program provides funding and guidance for young leaders looking to provide sexual health information to queer and trans youth in Montreal. Facebook: https://www.facebook.com/jeunesqueeryouth/ Website: jeunesqueeryouth.org Email: jqy@accmontreal.org Phone: 514-826-8806 Health and Well-being SACOMSS https://www.mcgilldaily.com/2020/09/find-your-space/ 7/11 �11/6/21, 1:03 AM Find Your Space! - The McGill Daily The Sexual Assault Centre of the McGill Students’ Society (SACOMSS) provides support to survivors of sexual violence and their allies through “direct support, advocacy, and outreach.” The volunteer-run organization offers support groups, an English phone service (Drop-In and Line or DIAL), and facilitates workshops and trainings around sexual violence. SACOMSS interviews volunteers in mid-September! Facebook: https://www.facebook.com/sacomss/ Website: https://www.sacomss.org/wp/ Email: main@sacomss.org Phone/DIAL: 514-398-8500 McGill Office for Sexual Violence Response, Support and Education (OSVRSE) OSVRSE is a service that “provides confidential, non-judgmental and non-directional support” within a survivor-centred, intersectional approach to members of the McGill community who have been impacted by sexual or gender-based violence. Survivors can access support services and short-term counselling, receive assistance with resource coordination (e.g. obtaining accommodations, accessing support services, and safety planning), and discuss reporting options.  Members of the McGill community looking to access OSVRSE’s services at this time should use their McGill email address to contact osvrse@mcgill.ca.  Website: https://www.mcgill.ca/osvrse/ Email: osvrse@mcgill.ca  Aids Community Care Montreal (ACCM) ACCM is Montreal’s only English-language volunteer driven community “organization that provides support services and treatment information to people living with HIV/AIDS and/or hepatitis C.” The organization provides social and support services such as discussion groups, 1on-1 support, and practical assistance to people living with HIV and hepatitis C. People living with HIV and hepatitis C can also receive information about treatment, symptoms, and medical coverage. These services are available to both those who have been recently diagnosed and those who have been living with HIV or hepatitis C for longer periods of time. They also run a number of educational programs to “decrease the transmission of HIV, hepatitis C and other sexually transmitted and blood borne infections.” These programs https://www.mcgilldaily.com/2020/09/find-your-space/ 8/11 �11/6/21, 1:03 AM Find Your Space! - The McGill Daily include sexual health kiosks, workshops, and SextEd, a free anonymous texting helpline for youth seeking information about sex and dating.  SextEd Phone Number: 514-700-4411 ACCM Phone Number: 514-527-0928 Website: https://accmontreal.org/ Facebook: https://www.facebook.com/ACCMontreal/ Email: info@accmontreal.org HOJO Concordia The Concordia Student Union’s Housing and Job Resource Centre (HOJO) provides guidance and support to student renters across Montreal. HOJO offers legal assistance regarding workers’ rights and housing issues, workshops, classifieds for jobs and apartments, and the online housing information resource likehome.info (available in English, French, and Mandarin). These services are available to all student residents of Montreal! Website: https://csu.qc.ca/services/hojo/ Facebook: https://www.facebook.com/CSUHOJO Email: hojo@csu.qc.ca 0 Comments Sort by Newest Add a comment... Facebook Comments Plugin Latest issue https://www.mcgilldaily.com/2020/09/find-your-space/ 9/11 � 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 110 Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Webpage 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 2020-09-02 Title A name given to the resource Find Your Space! Creator An entity primarily responsible for making the resource Kate Ellis, Willa Holt 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 list of student activist groups on campus across movements. activism Black Students Network divestment First Peoples' House QPIRG Queer McGill Sexual Assault Centre of McGill Students Society Students in Solidarity with Palestinian Human Rights Union for Gender Empowerment