1 10 57 https://d1y502jg6fpugt.cloudfront.net/62030/archive/files/aea3433adb8a4c71aa69c9e9fd767439.pdf?Expires=1792022400&Signature=lr-L9%7ELQHi-30PqCMwILUtGYPc4NSbdHUCRBXlIgOGMkjZ5uglKkbE%7E2oEENT-%7EvFZS8C4hr3yvmWQ01m9Ymq4GBq26ZeyW81wxOr52Zi3tc4fxirczi0QOv4dR6IDI6-ck%7ER%7ERxbJJxZZUs7WiItBV98VB6HsRA98gqgSkV87K10DOvXSf-jUyq1cM18rtkfn%7EcYwJaUXuxUtpKCd3tbToJXFn%7EP1cackYPmosh2HECrLc8iIYuc1NIp9XyMX1HDPWccsWW4UJvLnCXv%7EBqk51QqEEJSt0lG%7EV-okj99dMXCBhCoIqOnfCqYVOzIO%7EMDlIN4y1NaM3W-1yC-tWzoA__&Key-Pair-Id=K6UGZS9ZTDSZM 70e9b2c87a7ba0f6f4c46a18cdd2289f PDF Text Text 11/6/21, 12:32 AM Discriminatory Professors Do Not Belong on Campus - The McGill Daily The McGill Daily LING 210 dropouts since 1911 Discriminatory Professors Do Not Belong on Campus McGill must prioritize LGBTQ2 student safety over “academic freedom” by Editorial Board / February 1, 2021 Like 14 M Tweet Yunjie Zhang cGill’s Religious Studies Undergraduate Society (RSUS) recently published an open letter addressed to the School of Religious Studies condemning Dr. Douglas Farrow, a professor of theology, for his blatantly homophobic and transphobic rhetoric. Farrow has published “a number of works condemning same-sex marriage and has allegedly taught and promoted anti-LGBTQ+ ideas in his classes.” The RSUS states that Farrow’s syllabi disregard McGill’s Preferred First Name Policy; instead, he explains that “[no] one is required to adopt views, claims, or linguistic forms with which they disagree,” that is, he will not respect students’ chosen names, although he requests that his students maintain “traditional standards of civility.”  https://www.mcgilldaily.com/2021/02/discriminatory-professors-do-not-belong-on-campus/ 1/4 �11/6/21, 12:32 AM Discriminatory Professors Do Not Belong on Campus - The McGill Daily That the only limit to discourse in an academic setting is classified as maintaining “civility” – a term that carries connotations that are deeply racialized and classed – is extremely harmful. McGill’s continued neglect of this situation despite years of criticism from students is further proof of the University’s consistent disregard for student well-being in the name of vague notions of “academic freedom.” Academia is already an unsafe space for LGBTQ2 students. As the RSUS writes in their letter, “Just as Dr. Farrow has the right to freedom of speech, students have the right to a safe and inclusive learning environment.” According to a study conducted by the Canadian Centre for Justice and Community Safety Statistics, 47 per cent of students report witnessing or experiencing discrimination based on gender, gender identity, or sexual orientation in a postsecondary setting. In 2019, the Canadian Centre for Gender and Sexual Diversity submitted a LGBTQ2 Postsecondary Health Policy to the Canadian House of Commons Standing Committee on Health, calling on postsecondary institutions to prioritize LGBTQ2 students’ well-being. This includes using students’ pronouns, uplifting trans voices on campus, supporting and affirming LGBTQ2 students’ experiences, and providing culturally competent wellness services for all students. Research cited in the policy also noted the importance of “LGBTQ2 inclusive anti-discrimination policies” in reducing incidents of discrimination – something McGill fails to effectively uphold. Rather than addressing systemic discrimination within academia, McGill is choosing to disregard and minimize it. Farrow’s work does not exist in an academic vacuum; it upholds a structure that is already hostile to people who are LGBTQ2. By valorizing Farrow’s work, the University is expressing that homophobia and transphobia are not only academically valuable, but noteworthy. This is only exacerbated by the fact that many of the courses taught by Farrow are compulsory for the Bachelor of Theology program, and thus LGBTQ2 students are forced to participate in an environment that is actively hostile towards them in order to complete their degrees.  The Daily supports the RSUS’ open letter and those affected by Farrow’s actions. “Academic freedom” is not an excuse for harmful behaviour by professors. The University continues to weaponize “academic freedom” to excuse discriminatory and exclusionary behaviour from teaching staff, as recently evidenced by Principal Fortier’s letter on Academic Freedom and Inclusiveness. By not only failing to condemn, but also displaying Farrow’s violent rhetoric in the Birks Building, McGill is putting its students at risk. The University must hold professors accountable for their use of violent and harmful language – it is McGill’s duty to protect marginalized students, not those in positions of power.  To show your support and pressure the School of Religious Studies to meet the RSUS’ demands, share their open letter on social media. If you’ve been affected by Dr. Farrow’s actions (or other discriminatory actions at McGill), you can access this resource list compiled by https://www.mcgilldaily.com/2021/02/discriminatory-professors-do-not-belong-on-campus/ 2/4 �11/6/21, 12:32 AM Discriminatory Professors Do Not Belong on Campus - The McGill Daily RSUS students. Although student-run services provide vital support to marginalized students, it is ultimately up to McGill to create a safe environment for all students. 0 Comments Sort by Newest Add a comment... Facebook Comments Plugin Latest issue Read the latest McGill Daily PDF, online via issuu Radio https://www.mcgilldaily.com/2021/02/discriminatory-professors-do-not-belong-on-campus/ 3/4 � 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 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 2021-02-02 Title A name given to the resource Discriminatory Professors Do Not Belong on Campus Creator An entity primarily responsible for making the resource Editorial 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 about McGill's responsibility to prioritize LGBTQ2 student safety over "academic freedom," condemning Religious Studies' Professor Douglas Farrow for promoting homophobic and transphobic views. academics homophobia LGBTQ queer transphobia https://d1y502jg6fpugt.cloudfront.net/62030/archive/files/f0e02132160a300c7c540a45186de621.pdf?Expires=1792022400&Signature=Q20ymkNyj7x-3ioFrmYEYcTcZ5NreIAIUXd8Ggqz3thl51jXwoIDltyP09iFAoBq3z8laqqnRZU0fevnQPWRduGAUmfSWvWTdanOvbIbAiUF1-K6cI755EzqbqeE7qYtJ171xcxZKChs2onBEJ5uifenVn8XB9xOyCdxoOjzOX4ImeV1IHrnIIzsqnwVH0UWHfi6GYH6tB18MOCGRQwPzFsv9%7EZW%7EH7691yDb49pYwTqkgmW6Ni84KKYMytA7v6pL%7E0UtCz9rHyODUSdE0iGBiNMPVqdWotbqGJ-lU9Kwpms3HTKPHXwilv8fYezSCgbNTUQFbwvI3VSqrKO%7EwZfhw__&Key-Pair-Id=K6UGZS9ZTDSZM 1ea01c811b191998e5c1c5bd3c49132b PDF Text Text 11/6/21, 12:09 AM RSUS Denounces Professor Douglas Farrow in Open Letter - The McGill Daily The McGill Daily LING 210 dropouts since 1911 RSUS Denounces Professor Douglas Farrow in Open Letter Farrow’s views make students feel “unsafe and marginalized,” letter says by Saylor Catlin / February 1, 2021 Like 10 Tweet Yunjie Zhang On January 19, students from McGill’s Religious Studies Undergraduate Society (RSUS) published an open letter addressed to the School of Religious Studies condemning Professor Douglas Farrow. Dr. Farrow, a professor in the School of Religious Studies, has published a number of works condemning same-sex marriage and according to RS students has taught and promoted anti-LGBTQ+ ideas in his classes.  https://www.mcgilldaily.com/2021/02/rsus-denounces-professor-douglas-farrow-in-open-letter/ 1/5 �11/6/21, 12:09 AM RSUS Denounces Professor Douglas Farrow in Open Letter - The McGill Daily According to the letter, Dr. Farrow has published a number of articles espousing “bigoted views” on gender and sexuality. Notably, in his book Nation of Bastards: Essays on the End of Marriage, Farrow refers to same-sex marriage as a “casualty” that has reduced the institutions of marriage and family. Additionally, in 2017, students at McGill protested on behalf of the trans community an event called “Gender Mainstreaming and Transgender” at which he was a panelist. At this event, Farrow discussed a webpage facilitated by himself called “Gender Mainstreaming.” RSUS commented that this website presented transphobic views and “discussed gender transition with outrageous comments” that are unfounded. According to the RSUS, McGill not only allows but promotes Dr. Farrow’s work – several of his publications are currently on display in the Birks Building lobby. “It makes members of the LGBTQ+ community feel unsafe in and marginalized by the SRS and severely undermines the inclusivity of both the SRS and McGill at large,” writes the RSUS, in regards to Farrow’s publications.  In all four of his syllabi for the 2019-2020 academic year, the letter continues, Dr. Farrow addresses McGill’s Preferred First Name Policy (PFNP) and states that “[no] one is required to adopt views, claims, or linguistic forms with which they disagree.” Although Farrow has the right to disagree with PFNP, as the RSUS explained, he cannot blatantly disregard a student’s rights to freely express gender identity nor can he circumvent McGill policy. “Names and pronouns are not preferred, they are required,”  the letter reads.  Students from the RSUS are particularly concerned with the role that Farrow plays in the School of Religious Studies; three out of the four courses taught by him are required for the Bachelor of Theology (B. Th.) program. These mandatory classes are exclusively taught by Farrow. The RSUS raises concern regarding this in the letter: “The fact that Dr. Farrow teaches three mandatory classes is of great concern to the student body, as we would hope that both McGill and the SRS prioritize the wellbeing of their marginalized students.” RSUS representatives also raised concerns about the course material in Dr. Farrow’s classes: “Dr. Farrow provides his students with a very particular perspective both on Christian theology and Christian understanding of gender and sexuality, which not only prevents a diverse learning environment, but also makes numerous students feel victimized by many of the views expressed by Dr. Farrow.” “We want to stress that the letter does not attempt to encroach on Professor Farrow’s academic freedom, as he is fully allowed to express these opinions in his literature and in his free time,” comments Mateya Burney, VP Finance of the RSUS. In an interview with the Daily, she explained that “this becomes problematic when: 1. Students have attempted to debate/critique these opinions, and have received no room for discussion or critical analysis from the professor 2. A professor chooses to make these views part of his classroom discourse https://www.mcgilldaily.com/2021/02/rsus-denounces-professor-douglas-farrow-in-open-letter/ 2/5 �11/6/21, 12:09 AM RSUS Denounces Professor Douglas Farrow in Open Letter - The McGill Daily and does not engage in debate or conversation. Then students should not be forced to take this class to graduate.” In the letter, RSUS representatives assert that in forcing Bachelor of Theology students to take classes taught by Farrow, LGBTQ+ students are forced into an environment that “denies the dignity of their identity and personhood.” For both those who identify as LGBTQ+ and for those exploring their own sexual and/or gender identity, Farrow’s “discriminatory language can be traumatic.”  “We do not argue that Professor Farrow is entitled to his own opinions,” says Burney, “It is a problem, however, when these opinions are taught as fact and there is no room for criticism.” RSUS students are calling on the School of Religious Studies to provide students greater flexibility in their course choice by assigning additional professors to the mandatory classes that are currently taught exclusively by Dr. Farrow, and remove his homophobic and transphobic publications from the Birks building lobby.  The University has given no formal response to the letter, according to Burney. “Just as Dr. Farrow has the right to freedom of speech,” wrote the RSUS, “students have the right to a safe and inclusive learning environment.” 0 Comments Sort by Newest Add a comment... Facebook Comments Plugin Latest issue https://www.mcgilldaily.com/2021/02/rsus-denounces-professor-douglas-farrow-in-open-letter/ 3/5 �11/6/21, 12:09 AM RSUS Denounces Professor Douglas Farrow in Open Letter - The McGill Daily Read the latest McGill Daily PDF, online via issuu Radio 00:00 00:00 Download file | Play in new window | Duration: 1:00:28 More episodes » Tweets by @mcgilldaily https://www.mcgilldaily.com/2021/02/rsus-denounces-professor-douglas-farrow-in-open-letter/ 4/5 �11/6/21, 12:09 AM RSUS Denounces Professor Douglas Farrow in Open Letter - The McGill Daily The McGill Daily @mcgilldaily Union disputes, inadequate communications and changes to harm reduction policy are just a few of the contributing factors to an impasse in negations between the Association of McGill University Support employees (AMUSE) and the university’s administrationmcgilldaily.com/2021/11/negot i… Statement of Principles About Us Glossary Policies Archives DPS | SPD Le Délit Contribute © 1911-2021 The McGill Daily | WordPress theme based on Neve | Powered by WordPress https://www.mcgilldaily.com/2021/02/rsus-denounces-professor-douglas-farrow-in-open-letter/ 5/5 � 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 2021-02-01 Title A name given to the resource RSUS Denounces Professor Douglas Farrow in Open Letter Creator An entity primarily responsible for making the resource Saylor Catlin 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 regarding the open letter from McGill’s Religious Studies Undergraduate Society (RSUS) condemning Professor Douglas Farrow for promoting anti-LGBTQ+ views in his classes and publications. academics homophobia LGBTQ queer transphobia https://d1y502jg6fpugt.cloudfront.net/62030/archive/files/d90fe2dfbbad5045ae02f260694e97fb.pdf?Expires=1792022400&Signature=ZB5o2GFDf8Jua-1OmA6ijLOwnxVODoPhjVzvnA%7E%7E9-hpY3zmNjp7xMw%7EE4GFCWkw81J5XTRFEz67ye1DD8qPXBdcubZO81w6D-9PuCIWW42FNIeW%7E6wYGXz41BMcrJbBFfD1quYZrb0VSu56CGISkKYmElS6OC3q%7Ezxl7N2ocRJQQkMRsg-Jbsvt9kzXoK1fqtGtr-JVu2UdrweOlB-eCiVvp7uKFKxjTxoGsQ4McJB2Twem9usz8t%7EWcZzzeoYZ6Y8a5D5KhEUQYiwRy75HxenzI9WB7duYl0nz3ggdb2Eu8BDyjI4jskOwlUOgtVONqbzSXg0m%7EMUvoZp8AzN%7Eqw__&Key-Pair-Id=K6UGZS9ZTDSZM 3031eb82d705ea39292556dd5279d801 PDF Text Text 11/6/21, 12:42 AM Students, Demand Content Warnings from Your Professors - The McGill Daily The McGill Daily LING 210 dropouts since 1911 Students, Demand Content Warnings from Your Professors The old boys’ club called academia needs to be more mindful of dehumanizing content in course materials by Valentina de la Borbolla / November 23, 2020 Like 5 C Tweet hances are you have encountered trigger or content warnings in TikTok videos, Netflix shows and even songs. It seems like the “TW” acronym is everywhere that difficult conversations are taking place. But why are some professors still not including them in course syllabi or before sensitive lectures? Many McGill classes deal with difficult subjects of oppression, mass violence and dehumanization that still have effects on the daily lives of students. The topics covered in such classes must be discussed: conversations about racism, gendered violence and homophobia are essential in working towards a safer and more inclusive world, but it’s essential to do so in a way that students can learn without reliving the trauma. These conversations should not happen at the expense of the students who suffer the effects of said violence.  Although some people argue that content warnings give free passes for students to skip class (we’re looking at you, boomers), warnings are actually the best way to make sure all students https://www.mcgilldaily.com/2020/11/opinion-students-demand-trigger-warnings-from-your-professors/ 1/5 �11/6/21, 12:43 AM Students, Demand Content Warnings from Your Professors - The McGill Daily can engage with the content of the class. Students are full and complex people, with lives outside of class, and it is unrealistic to expect students to hermetically compartmentalize their experiences. Trauma is not something you can just choose to ignore.  I recently emailed a professor asking to have content warnings in lectures covering racism and other forms of oppression. I explained that being caught by surprise by a lecture that talks about these issues could potentially resurface previous trauma and subject students to reliving very painful experiences. The professor was very understanding and assured me he would include content warnings in the future. Professors want to listen to their students and make their learning experiences as inclusive as possible.  “This is partly due to the fact that McGill’s faculty has been historically white, male, cisgender, heterosexual, and able-bodied.“  However, despite good intentions, many professors still haven’t incorporated content warnings into their courses, probably not understanding their importance or even where and how to include them. This is partly due to the fact that McGill’s faculty has been historically white, male, cisgender, heterosexual, and able-bodied. Only 39% of surveyed faculty reported belonging to an ethnic, racial, or other minority group. This means that most of the faculty has the privilege to choose to be informed about minority rights, which is not the case for people who are confronted with the daily reality of oppression.  Students have the responsibility to contact their professors and ask to have content warnings. Recognize that racialized students, members of the 2SLGBTQIA+ community and neurodivergent students should not carry the burden of educating their white, cisgender-heterosexual, neurotypical professors and peers on top of dealing with trauma. Even if the types of trauma and oppression being discussed in a class do not directly affect you, you still have a responsibility to educate yourself about marginalized experiences that are not your own, listen, and notify professors and classmates when they cross the line. It is crucial to create safe learning spaces where all students feel comfortable around their professors and their peers, and where they do not feel victimized by the content of the class. In many cases, sending out a polite email to the professor is enough. Here is a sample you can https://www.mcgilldaily.com/2020/11/opinion-students-demand-trigger-warnings-from-your-professors/ 2/5 �11/6/21, 12:43 AM Students, Demand Content Warnings from Your Professors - The McGill Daily use to email your professors, either at the beginning of the semester or as issues arise. Obviously, the email can be adapted to specific circumstances, but it is key to explain why you feel it’s critical to have content warnings and be open to any questions they may have. If you want to make your pitch to professors impossible to reject, the University of Michigan published a helpful article detailing how and why professors should implement content warnings in course materials.  Dear Prof. X,  I hope you are doing well! I read over the syllabus and noticed that many of our lectures will touch on very difficult subjects that could potentially resurface trauma in some students. I was wondering if it would be possible to include trigger and content warnings at the beginning of lectures and in the syllabus in order to make sure all students feel safe and cared for in this class. The University of Michigan has an article explaining the importance of trigger warnings as well as how to include them in learning materials. Thank you for your time and consideration,  [Your name] Contacting your professors and asking for content warnings is an important step towards building a safe and inclusive learning environment, and it proves to them and to your peers that you are engaged with what you are learning and that you are committed to your community. Speaking up is key to setting a precedent for being considerate of all students’ experiences, and shifting academia to be critical and empathetic. This should be at the top of all students’ and faculty’s agenda. The article was updated on November 23, 2020. 0 Comments Sort by Newest Add a comment... Facebook Comments Plugin https://www.mcgilldaily.com/2020/11/opinion-students-demand-trigger-warnings-from-your-professors/ 3/5 � 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 2020-11-23 Title A name given to the resource Students, Demand Content Warnings from Your Professors Creator An entity primarily responsible for making the resource Valentina de la Borbolla 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 advocating for students to demand content warnings in course materials, particularly in classes that deal with sensitive topics like racism, violence, and oppression. academics mental health op-ed student health https://d1y502jg6fpugt.cloudfront.net/62030/archive/files/ffe90d851f18c38bc6656dc511d49309.pdf?Expires=1792022400&Signature=m8fWU7Zn9i6g8JS2pKrCSyE-q2fsQ1gHTWcL-6E9DudDl0NW%7Es3h97CSAl%7Ess2Zbj-ujzFoY7qx8Axx2eEGWxiq4GxLVOJCpFB6Gy-6Zv5ViPDVnGwlmRgmj-TLqCFdSAmaJZHFwXVy6WltEcc8s%7EwTteGeGzxtA57yOlIFs0riYI0pMmf7kG1yuxLZeevO6oGGu7QrUBYHfW8q8zXdDFYaKwhIWDorxXRqYlAhTqyNG86ESS6F1xPQB%7EmSvxgr5yMkZNXA8QxzdrafY7QnmFM9i1dF-nS4Oekzow83-n0Y1xIYJUKManxUhXQ%7Ev46iCCXdBRywbepWWWfWVAUGhGA__&Key-Pair-Id=K6UGZS9ZTDSZM 095e35fdacd03248f8881d07b49c0789 PDF Text Text 11/6/21, 12:19 AM School of Social Work Ratifies New Equity Initiative - The McGill Daily The McGill Daily LING 210 dropouts since 1911 School of Social Work Ratifies New Equity Initiative Students concerned that their mental health is “pushed to the back burner” by Abigail Popple and Willa Holt / November 9, 2020 Like 60 Tweet Daisy Sprenger The School of Social Work’s School Council ratified the new Equity Diversity Decolonization Indigenization Initiative (EDDII) at their first formal meeting this semester on October 28. Structured as an open initiative rather than a closed committee, the newly operational EDDII will address five key areas as part of its strategic plan: research, pedagogy, student engagement, governance, and community. At the meeting, students from across the School voiced their concerns with the current state of Social Work at McGill, presenting suggestions to the faculty and EDDII to make the School safer and more inclusive of BIPOC students. https://www.mcgilldaily.com/2020/11/school-of-social-work-ratifies-new-equity-initiative/ 1/5 �11/6/21, 12:19 AM School of Social Work Ratifies New Equity Initiative - The McGill Daily Social Work Professors Katherine Maurer and Wanda Gabriel presented the EDDII Strategic Plan to the Council, outlining how the Plan would improve the School’s curricula and governance to meet the needs of racialized students. Soon after the presentation, U2 Social Work student Jo Roy proposed an amendment to the Strategic Plan written by Social Work student Mina Pingol – among other measures, Pingol’s amendment includes the demand to consult with more racialized students in creating curricula, and to have racialized professors teach the school’s Anti-Oppression courses. Roy expressed concern that without the steps outlined in the amendment, racialized students would continue suffering traumatization at school. “There have been no resources so far. These teachers are not being held accountable and neither are these students,” they said. “Some students, through all this traumatization and victimization and violence, may die as a result of your inaction.” After Roy proposed the amendment, School of Social Work Director Nico Trocmé suggested that the Council vote on the ratification of the Strategic Plan at a later date, explaining that he did not “see how [the Council could] manage this amendment at this stage of the strategic plan,” without further deliberation. U2 Social Work student Maya Malik pointed out that students had attempted to bring up the same issues during the open meeting on October 26, and students’ concerns had been deferred for later discussion during that meeting as well. Malik claimed that the School’s administration had kept students’ criticisms “pushed to the back burner,” and emphasized the urgency of creating a safer environment for racialized students in the School of Social Work. “Sometimes I feel like I’m dying… I’m so unwell. I don’t know if you understand that,” they said. “I’m just tired of this. It’s really important, it’s not like something to implement in three years.” Trocmé responded that creating an actionable plan to address these issues would take time, and reiterated that he did not believe it would be possible to incorporate all of the items in Pingol’s amendment into the plan. Other members of the faculty indicated disagreement with elements of the plan, particularly the demand that anti-oppression classes be taught by racialized professors. Pingol countered this, maintaining that previous town halls had not been accessible to students, and that the mental health issues students have been experiencing were too urgent to not be addressed by the Strategic Plan. “The actionable items for the rest of the semester is that racialized students need our mental health to be preserved,” she said, explaining that the school should prioritize its students’ mental health. “I don’t think someone should die for us to look at what’s being talked about.” Administrators ultimately decided to vote on the Strategic Plan without the amendment, but said that some elements of Pingol’s amendment may be added to the plan later. The Council unanimously voted in favor of implementing the Plan. While Roy expressed some frustration that the Council hesitated in adopting the motion, they said that students have “set up a good foundation to move forward.” They emphasized that https://www.mcgilldaily.com/2020/11/school-of-social-work-ratifies-new-equity-initiative/ 2/5 �11/6/21, 12:19 AM School of Social Work Ratifies New Equity Initiative - The McGill Daily now that racialized students have expressed their demands, it is up to the faculty to meet their needs: “moving forward it is for [teachers] to keep their word and work with us to bring about the pedagogical and policy shifts needed to make the school of social work a safer place for BIPOC students.” Codey Martin, a Social Work student who has been at the forefront of pushing the School to support and stand with its students, told the Daily that the results of the Council meeting are “the tip of the iceberg.” “It feels like a step towards something better, even though there’s a lot of work left.” Martin explained that he and other students – especially marginalized students and students of colour – have been putting in long hours behind the scenes, and expressed appreciation for the broad support he and his peers have received. To him, the Council’s motion means that the School “can’t go back on” their commitments to speak up for students. Though the meeting was encouraging, he says, “Now the real work starts.” A previous version of this article incorrectly attributed this amendment to Jo Roy; the original author of the amendment is Mina Pingol. The Daily regrets this error. 0 Comments Sort by Newest Add a comment... Facebook Comments Plugin Latest issue https://www.mcgilldaily.com/2020/11/school-of-social-work-ratifies-new-equity-initiative/ 3/5 � 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 2020-11-09 Title A name given to the resource School of Social Work Ratifies New Equity Initiative Creator An entity primarily responsible for making the resource Abigail Popple, 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 The article discusses the ratification of the Equity Diversity Decolonization Indigenization Initiative (EDDII) by McGill's School of Social Work. While the strategic plan was adopted, some students expressed frustration that certain critical amendments were deferred, emphasizing that the real work toward meaningful change has only just begun. academics Admin mental health policy student health https://d1y502jg6fpugt.cloudfront.net/62030/archive/files/ec7cb76555baee3f1afc7d02e639bf44.pdf?Expires=1792022400&Signature=V4E2Lv0V28SGZn2Mo1dg6qkIO9646zee5RPD4w99Wdux08qihvvzVqc-lx6XXQFf7twNitiTa5L7QOfXT2csVBVmnA9FT37Q4MQGaLwOmyJKkrn1FHr7NHP%7E3UBQhCRGULNeHtbmpWg64N1e7bxqP4IdOeHe6WiolPFyW4ms857aPgenn2I-3D7EvEsHTZWW-i0qvqwRgw7R8aiDX2Yo-TJliiknCv8mSjrcymX2DTpLalfIeiaWlvifVMPgdc5I8VyvJjp-q9criB1KJ3mgRjRjOB4SptOw3Q7NacoUs4wNj7%7EzPpa28Ftdgnfl6shU6CwSBERvEjbiju9IzC8LHA__&Key-Pair-Id=K6UGZS9ZTDSZM 069a0aba377357ceb03bbfe19dd516bc PDF Text Text 11/6/21, 12:20 AM Social Work Students Urge Faculty to Express Solidarity - The McGill Daily The McGill Daily LING 210 dropouts since 1911 Social Work Students Urge Faculty to Express Solidarity Bureaucratic red tape presents barrier to institutional action by Willa Holt / October 27, 2020 Like 70 Tweet Daisy Sprenger In light of student activism on campus, some Canadian universities have begun drafting action plans, forming committees, and reexamining their violent histories. However, many students – especially Black and Indigenous students and students of colour – remain frustrated. In response, many are pushing their schools even harder to improve their policies and stand up for their racialized students. At McGill, this momentum is coming to a head in the School of Social Work, where students are becoming increasingly dissatisfied with what they feel are slow, unresponsive bureaucratic systems. Codey Martin, a U2 Social Work student https://www.mcgilldaily.com/2020/10/social-work-students-urge-faculty-to-express-solidarity/ 1/5 �11/6/21, 12:20 AM Social Work Students Urge Faculty to Express Solidarity - The McGill Daily from Listukuj – a Mi’kmaq community on the Gaspé Peninsula – is among those who have been pressuring the School to act in solidarity with Indigenous communities across Canada.  Martin, who is also a part of the Race Caucus at the School of Social Work, has reached out repeatedly to ask the School for concrete solidarity action, beginning with a letter affirming its support for Indigenous communities. Throughout his time in Social Work, Martin told the Daily, conversations around “allyship” have been constant. He explained, however, that these conversations have seldom led to real change. “It’s kind of time to put those words into action,” Martin said, “[and] not just have these five minute discussions in the classroom and walk away from it.” The School of Social Work has a history fraught with colonial exploitation to reckon with, according to Martin, citing its reliance on Indigenous communities for research purposes without effectively giving back to those communities. “A lot of Indigenous communities are tired of being dissected at [an] academic level.” Martin and others are finding land acknowledgements and brief statements in Social Work not enough. “If you don’t want to be part of the bigger picture, you need to stop using terminology like ‘decolonizing,’ ‘reconciliation,’ you know?” Wanda Gabriel, an Assistant Professor in Social Work who is originally from Kanehsatà:ke, empathizes with students’ frustrations. Academic institutions, she says, aren’t used to having difficult conversations. “I don’t think that universities have caught up,” she told the Daily. “We’re not getting there fast enough […] to meet the students where they’re at.” But that’s not to say that nothing is happening on the part of the School. Speaking to student concerns about delays in releasing a solidarity statement, Gabriel explained, “The bureaucracy of academia is so huge […] there’s all this red tape to get through.” This is especially true for the School of Social Work, whose internal governance structure is still in the process of being solidified. Gabriel, who also serves as the director of Indigenous Access McGill (IAM), explained that some of the barriers students face come as a result of this administrative confusion: until very recently, “There hasn’t been a governance structure in place that determines how the School of Social Work governs itself.” In addition to a lack of clear administration, the School doesn’t currently have a clear equity structure, making it difficult for students to navigate/access resources. Last year, the School established a School Council, which serves as “the primary decisionmaking body” for Social Work. It’s at an upcoming meeting of this council that many students in Social Work, including Codey Martin, intend to voice their concerns and grievances. Jo Roy, another U2 Social Work student, explained that students who have felt largely unheard will be attending the session on October 28 to continue to “speak their truth about the racism they face in the classroom.” Martin encouraged students from other Faculties to attend and to pay attention, emphasizing the importance of solidarity between communities when facing issues like institutional racism. “I want to spread awareness of, you know, racism across the board and https://www.mcgilldaily.com/2020/10/social-work-students-urge-faculty-to-express-solidarity/ 2/5 �11/6/21, 12:20 AM Social Work Students Urge Faculty to Express Solidarity - The McGill Daily the hardships that Indigenous people are facing today in 2020. So I’m looking forward [to] a good outcome from all nationalities.” The October 28 School Council meeting is also serving another critical purpose — to ratify the new Equity Diversity Decolonization Indigenization Initiative (EDDII) and the related EDDII Strategic Plan. The EDDII is an initiative, not a committee: it’s composed of participants, not members, all of whom have equal decision-making power in terms of the EDDII’s actions. In an email to the Daily, a representative from the EDDII explained that this structure came as a result of consultations with students, and that the initiative’s goal is to “support and track” the implementation of a 4-year action plan, which will focus on decolonization, indigenization, and centering anti-Black racism. Though several students have reported discomfort or dissatisfaction with a lack of action on the part of the EDDII, its ultimate impact won’t become clear until after its ratification (or rejection) at the School Council meeting.  In the meantime, students in Social Work are left without a clear path to solidarity or equity from the School. Codey Martin told the Daily, “You would expect that with all the committees and all the initiatives, that they would have just done something on their own. I feel like there probably is a lot of labor that’s outsourced to students.” The next step, according to Martin and Roy, is to be “really vocal” at the October 28 meeting. Across the board, from students to professors, the Social Work community emphasized the importance of advocating for improvements together. Where Martin focuses on international, inter-community alliance, Professor Gabriel framed it in terms of being a good relative. Speaking with the Daily, she explained, “Being a good relative comes from Indigenous ways of knowing and being seen. [… It means] be[ing] able to stand with, and sometimes to speak on behalf of [each other].” One Social Work professor also emphasized the importance of these student mobilizing efforts, saying that this work is messy and uncomfortable, but crucial, and will ultimately allow students to get the resources and support they need to excel as social workers. The lack of such resources is a key point of tension for students like Roy, who told the Daily that “the School’s actions run against everything our profession is supposed to stand for.” While Social Work students wait for more accessible institutionalized equity resources, IAM continues to provide support for Indigenous students. Speaking on behalf of IAM, Professor Gabriel said, “If students need us to advocate, we will advocate. If we need to just stand with the students, we’ll stand with the students.” Professor Gabriel, on behalf of IAM, provided the following resources for Indigenous students: Calling the IAM office at 514-398-2129 (home office 450-479-8777) Attending IAM’s monthly Zoom check-ins Accessing the First Peoples’ House https://www.mcgilldaily.com/2020/10/social-work-students-urge-faculty-to-express-solidarity/ 3/5 �11/6/21, 12:20 AM Social Work Students Urge Faculty to Express Solidarity - The McGill Daily Calling the Hope For Wellness Helpline at 1-855-242-3310 0 Comments Sort by Newest Add a comment... Facebook Comments Plugin Latest issue Read the latest McGill Daily PDF, online via issuu Radio 00:00 https://www.mcgilldaily.com/2020/10/social-work-students-urge-faculty-to-express-solidarity/ 00:00 4/5 � 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/. 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Date A point or period of time associated with an event in the lifecycle of the resource 2016-04-04 Title A name given to the resource McGill Students, Montrealers debate and protest Ghomeshi verdict 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 An article detailing McGill students' responses to the Ghomeshi trial verdict through panels and direct actions. academics Discrimination and Harassment Policy non-McGill radio SACOMSS sexual assault sexual violence Sexual Violence Policy SSMU survivors https://d1y502jg6fpugt.cloudfront.net/62030/archive/files/62bbdc19e3197501913b22128bf8da0f.pdf?Expires=1792022400&Signature=bWMQek7mHFtVMV9wZiMV0RLaHWHDoFbNZ9tQ9-JftNq4ZvXAgwUm4oone%7ELmObYdvjPfOb3-QSvQBNVkx9yZ4Cvbc9RoG%7EUTZwCz9HM3LGvUJjO24b3usyssD763LdQ%7E2cL2vXa--HzDMhzKjodsYFh12V3BKGUmzYu3YabsyHtp1cI5YaGB4HR7w4dMDDq%7EktfiQfIjgixS0rQCBJhSIA18ALm9NBBxM44JjI4H0FekKVuIL593B5Zz67vRJV2wXXNR2itrCS2A3ukurHkhX%7EzZFYERIrUkshIxYKmdVXJnUFm43p-Z4QuH23FoOz2aQrkWfjQtcPpht3hJl6-PiA__&Key-Pair-Id=K6UGZS9ZTDSZM dc24928313039fcda39eab38bf40a8d1 PDF Text Text ��� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. 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