1 10 63 https://d1y502jg6fpugt.cloudfront.net/62030/archive/files/5a50abff73706c212cd456da41a1a34c.png?Expires=1781740800&Signature=qqjkyIsvbP%7EKK6egPeDroz4eEK%7Er5hl4%7EOThMIInGR7x2TNM1JKXxKsOGk-e%7ErWTvQxplwwYEeX8JY03yprq552fd7Tl7taAR0nv-CMNxWu1lSde7L3E9mHNdTR0Yy%7EmtqlkBz-Z10Po7HEgCapGYrODQp0pzcu7JvRL48u-7J1byJSURdwInQo5VY0YnW3uQq3rdnvJZGVBc7amVpfodxtYI6AVPavBYDf0dXHRh92uA0psKqBgyawzgwTJtdpwwsZ%7Eta5NnYBTToKCRbgsjCr6AAx-%7EPfir5byQvxGeOhAsPZlZWMm2zHqJ2rZIESrKVeo76DOx8srb5FnY7FVVQ__&Key-Pair-Id=K6UGZS9ZTDSZM e71f5f8042c9cb724385671f103006e5 https://d1y502jg6fpugt.cloudfront.net/62030/archive/files/e5125144621a387c4c014a0836354405.PDF?Expires=1781740800&Signature=tsNHZVwHiLOdW6rD7ypydj2xmiJUQilDZBAiiI8ZWa6XZAkcaAy2sTpPDggWoYTQxL4e1PaXZw3augltTx3zPZlmivkOeiThD1DYAfdvAdkamCUjHIS-dMv0dzlYHSty1XdaxFT0PwjQauKC-G%7EE2zPrpO%7E5e7GS3iNMEITfQKEQ2SsAqUguAHnJ6DWylJ%7EMd67yRh8H83ClgY1OHeoXQjJVfPXY4CtNaoqyzlKMyzuR-2tCSg4uB48tuy9vcWxtt1hx0qyu93kzQ8bfE0hjbC7gUoJcQCSnENQDD6HWF3J6wpT8-r4qaJ-UxD8j26G3UNov1cODSot47RDjH2fyxA__&Key-Pair-Id=K6UGZS9ZTDSZM d9a9e61eff62d252addd9fb3b0ec9613 PDF Text Text � https://d1y502jg6fpugt.cloudfront.net/62030/archive/files/8da714caf60c25244cd5d87348586448.png?Expires=1781740800&Signature=cjM2iozQFRYkZc8APmGjyg1PpPQOO6upORzGBo36eZsS4KQbCsdYmrbu3PvvXkVPk0vK-c4Yu3UQxId%7EB3ZacybO0%7EWcOsXrcG3iSt2QGZT17ExLwpllFN1udc0XX3jI52xHFW4iWfyqNfa89pccOgd9YuQpA1mJlyPzYOivfKUiXPc-Wa6DlEAqfMAZjCktpi8Sji6hXwye1-feyMmY6Mab3KHN0X5QNi3UgxdrSsHmmWl0l%7EcPEbPU9GSbqt5f0kPfLOWRN0TcECSHf9mABCrn3rZTQjhGNldBX7vmIpKvoES3TAAk%7EDCle9LolLHo6tLLoN3510xsODxnN8bbMw__&Key-Pair-Id=K6UGZS9ZTDSZM e71f5f8042c9cb724385671f103006e5 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 108 Issue 12 Page Number(s) 14-16 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 2018-11-26 Title A name given to the resource Policing history, present, and future Creator An entity primarily responsible for making the resource Athina Khalid, Eloise Albaret, Julia Crowly, Iona Gheta Format The file format, physical medium, or dimensions of the resource PDF Publisher An entity responsible for making the resource available The McGill Daily and Le Délit Description An account of the resource An in-depth feature on the history and evolution of policing in Canada, with a focus on its colonial roots and ongoing systemic issues. Canadian Government colonialism Indigeneity Quebec Government racism RCMP SACOMSS SPVM https://d1y502jg6fpugt.cloudfront.net/62030/archive/files/a4ac563391dedc4427673307b53ef6a3.pdf?Expires=1781740800&Signature=JBJS80mI%7E0yAhMvQS63HKmLwH8hLNswdJ0v7FSzRAXBPi4UpxS3D0gFzeDvhxU3bMAsPoSKj73fyizguiFhvKAxceA07J7FVEFyuVNrWvx6y9sXGtw%7EfGE7QXva-wSxz6oID%7EzLD9csfHSEsgHIR0OuWc9wiUROTNMKfFGZUS5JSnlk16Wcn-ZzA4CltXqVj5QPzRH54hagqXTPkRcJY4HXOgYxxlp4M3o0hwJ4z69A-8hAOxcFs%7E5dKGBllAQ1Klleu9ggZvTG93IDwANw9MA6LbClBy9ufxx56xHtRmsHKyerZy8CpnkcdcEpFuBsq7%7EyGGwWadA5q2b6XM7kAcQ__&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/5bef146b66e26d705deef2b3850023d8.png?Expires=1781740800&Signature=l3rrq-h%7ERnMwxSLWppWkaPDQZvEPYpasNV1ySBTP%7E6B6E36i446CyN5%7E7RcZZnWwxKcbkxtju7iuNnAv1KiCwvQLkGec2rlcC2T10rOe1elaxT-h4rQK2iAROvpQ2QZ-mnORV3XurmVu0QKwm-ZA1NLha1u8IwmWtiwNAd6F7-%7E2Tnm7JIJYmUuL0NdvrmXfysm7vKp%7EKM%7EHTij1jbVFKNHAxqNLBdW7O9u-6HjtPMIWgRU7hnGSH4r0ElzCOSFR4d7BcbTSjPo864DiZT-d8vMyqg4cu9OjUf3oxXcTUde8fjsoWzyxDGGLxM-R0Wsn2flgmPW7eAkH5-GWORhtuw__&Key-Pair-Id=K6UGZS9ZTDSZM 564e96742b53c3d61ed4a4dd983826ee 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 111 Issue 7 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 2021 Title A name given to the resource Revisiting McGill's Equity Plans Creator An entity primarily responsible for making the resource Abigail Popple 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 discusses the progress and challenges of McGill's equity initiatives, focusing on the implementation of the Action Plan to Address Anti-Black Racism and the ongoing efforts to increase representation and support for Black faculty and students. Admin anti-Black racism colonialism racism https://d1y502jg6fpugt.cloudfront.net/62030/archive/files/a64c9741f89d2ed1efb1d2b036f78c60.pdf?Expires=1781740800&Signature=r2sTKePGRvruwcf1zn3Zm1WgfqeqyM9i7zCmITbkLvyD9ItQ6k57O8rQuyuH5dXzBNJuNYl5bnteO7Z8ntlg0Qh4M8aBHQDdTLmIcktX%7EngqwGJW8jonlBlnEWIVz83kTRUbrLASyMedwlMWX3-BjQC7Vu%7EYGACJM6F3eVnn1I3qnJcwvHFwB3P%7E%7ECBEKDfRPcp8ojz04Jy77bw6vNDmH79JRw3i0ViK1e-3EwxqIWq2nf-B-6iIOoJa0fRfljRSq8jttznF9-mwUZ0XQmPRWN0jt0f1fuH6c9x7CXgv%7EFbq%7E0E1qJInbnSf583Gxow4wsc-Cgc0q9YQgkauNC4%7EIQ__&Key-Pair-Id=K6UGZS9ZTDSZM 132e8751dc11eca50b61477c4fa0702e PDF Text Text 11/6/21, 12:52 AM McGill's Bicentennial Fails to Recognize Continued Colonial Role - The McGill Daily The McGill Daily LING 210 dropouts since 1911 McGill’s Bicentennial Fails to Recognize Continued Colonial Role Celebrating the founding of the University perpetuates an oppressive colonial narrative by Kate Ellis and Pandora Wotton / April 1, 2021 Like 7 Tweet Yunjie Zhang The bicentennial marks the 200th anniversary of the founding of McGill University. While the administration sees this milestone as a cause for celebration, for the past 200 years, McGill University has perpetuated the founding oppressive values of this colonial institution.  https://www.mcgilldaily.com/2021/04/__trashed-2/ 1/6 �11/6/21, 12:52 AM McGill's Bicentennial Fails to Recognize Continued Colonial Role - The McGill Daily McGill’s bicentennial website features a timeline of McGill’s history, but this timeline is flawed and incomplete. In highlighting social justice accomplishments, this timeline takes credit for the work of racialized alumni, but fails to address McGill’s colonial history and present. The timeline also fails to recognize the efforts of students in pushing for these changes and improvements: for example, the introduction of an Indigenous Studies and Education task force is noted as an achievement on the part of Provost and Vice-Principal (Academic) Christopher Manfredi, but information regarding the Indigenous student led efforts to push for these changes, including the successful campaign to implement the Indigenous Studies minor program, are erased. The same goes for the information provided on the Plan to Address Anti-Black Racism: there is no recognition of activist labour. We cannot allow McGill to praise itself for the hard work of students and the community to fight and dismantle colonialism at this institution, especially not while the University remains complicit in the continued oppression of marginalized students – by failing to address the oppression that stems directly from their preservation of colonialism, McGill continues to fail its marginalized students. It must be noted that it is impossible to decolonize a colonial institution, but the anti colonial work of marginalized students is vitally important. All students must assist in the fight against oppression on campus, and dismantle the inherent colonialism of this institution. McGill cannot be decolonized, but the University must continuously be challenged to address its harmful and unbalanced power dynamics, address its oppressive structures and systems, and reckon with its history in a real and tangible way.  These realities cannot be ignored. It is impossible for us to observe the bicentennial without acknowledging and interrogating McGill’s ongoing role in settler colonialism.  McGill University was founded in 1821, eight years after the passing of James McGill, who left behind £10,000 and his 46-acre Burnside estate “to the Royal Institution for the Advancement of Learning (RIAL), on the condition that they establish a college in his name within ten years of his death.” These 46-acres are the traditional territory of the Kanien’kehá:ka – it was never McGill’s land to own or bequeath. While historical narratives often portray James McGill as a hard-working man who acquired his wealth independently, he enslaved at least eight Black and Indigenous people. McGill’s bicentennial materials (technically) acknowledge this, but navigating to the page where they do so requires the user to click through multiple inadequately labelled pages. You have to be looking for this content to find it, so someone who does not know about James McGill’s life would not naturally come across it. Furthermore, McGill does not begin to grapple with the fact that celebrating this anniversary at all includes celebrating the conditions in which the University was built. Although McGill claims to acknowledge the “deep, long-lasting adverse impacts that [enslavement has] exerted on Black and Indigenous communities,” the school’s administration https://www.mcgilldaily.com/2021/04/__trashed-2/ 2/6 �11/6/21, 12:52 AM McGill's Bicentennial Fails to Recognize Continued Colonial Role - The McGill Daily has taken no action to support the efforts of Black and Indigenous communities in addressing these impacts. University administration continues to ignore the demands of current Black and Indigenous students, including continued demands to take down the statue of James McGill on the downtown campus. In contrast to the large and prominent statue of James McGill on campus, monuments and information that recognize the real history of the University are hard to find; Hochelaga Rock, a monument that acknowledges the Indigenous history of the land campus is situated on, is small and shoved out of sight. McGill’s Action Plan to Address Anti-Black Racism includes a commitment to create a “Working Group on African and Black Studies to explore options for the expansion of the Program’s scope to include African diasporic/Black studies and to build its research capacity.” However, as former McGill professor Rachel Zellars notes, “African Studies is not the place to develop a rich and varied discipline that addresses the breadth of Black Canada’s history and people or the radical epistemological underpinnings that guide Black and Africana Studies. Simply, McGill must commit to and fund a stand-alone Africana (or Black Canadian, or Black Diasporic) Studies program.” Furthermore, McGill commitments to exploring options while completely disregarding the work that Black students have been doing for years to implement this type of program. Since as early as 1991, Black McGill students have been demanding the creation of a Black or Africana studies program, which still does not exist at McGill. In 2000, members of the Africana Studies Committee (a subcommittee of the Black Students Network) created a 24-page paper describing a proposed implementation of an Africana Studies program. This report was shelved, without any portion of it being implemented by the University. As of 2018, students were still asking McGill to implement the program to no avail. McGill has also ignored the concerns of Indigenous students countless times. From 1927 to 2019, the McGill men’s varsity sports teams were named after an anti-Indigenous slur. Despite claims from people involved in varsity athletics that the name simply referred to the school’s team colours, McGill athletics used images of Indigenous people as logos and mascots from 1951 until 1992 and only stopped after continued lobbying by student groups. While the Athletics Board acknowledged that the name could be interpreted as anti-Indigenous, it ignored the demands of Indigenous students to change the name of the teams, saying in 1992 that “unless [they found] historical evidence which [established] that the R*dmen name came from other than the colour of McGill’s uniforms,” they intended “to preserve the traditional name for our men’s teams.” McGill only agreed to change the name after years of activism by Indigenous student groups, a SSMU referendum that gathered over 6000 votes (a disproportionately large number), and extensive consultations with “stakeholders” that demonstrated McGill’s commitment to protecting potential donors over Indigenous students. These instances of anti-Black and anti-Indigenous racism are just a few of many perpetrated by the school’s administration over its long history. These are not the only times McGill has ignored Black and Indigenous students, and they’re continuing to do it today, 200 years later: https://www.mcgilldaily.com/2021/04/__trashed-2/ 3/6 �11/6/21, 12:52 AM McGill's Bicentennial Fails to Recognize Continued Colonial Role - The McGill Daily the overwhelming lack of Black faculty members, refusal to divest from pipelines and fossil fuels, and a persistent commitment to “academic freedom” at the expense of racialized students all contribute to the continuation of oppression at McGill. Colonialism is endemic at McGill, and by looking back on this history we can see that the University has made very little progress to even mitigate the harms of systemic discrimination.  The University and the McGill community must first recognize the presence of colonialism on campus in order to take action and support groups in our community that have historically been ignored and oppressed. Instead of attending bicentennial events, we, as students, should support the efforts of Black and Indigenous student groups, including the Black Students’ Network, Take James McGill Down, and the Indigenous Students Alliance. 0 Comments Sort by Newest Add a comment... Facebook Comments Plugin Latest issue https://www.mcgilldaily.com/2021/04/__trashed-2/ 4/6 � 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 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 2021-04-01 Title A name given to the resource McGill’s Bicentennial Fails to Recognize Continued Colonial Role Creator An entity primarily responsible for making the resource Pandora Wotton, Kate Ellis 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 As McGill celebrates its 200th anniversary, student groups raise concern that the university's bicentennial materials fail to adequately address its colonial history and ongoing systemic oppression. Admin anti-Black racism colonialism Indigeneity race racism https://d1y502jg6fpugt.cloudfront.net/62030/archive/files/29bf7a817a1a5285f20b641fb929d522.pdf?Expires=1781740800&Signature=WNckGmade0HhCvmu8dS3thl9NqBq-%7EMLpJ5NakkoCkmUSXjmzlQ9nZfQNfiCX3I1lpr5Pfxg3QXm2V5CNw59MMQTg1hY3sgYpYuQKOX1mCcofjUpGrPdYEZ5udK7Dt4F1i09gn-QcWvUIWlketN3hLXQqBmwv-YhQzJjpkq0trfDCXRlU-I25Plmen96qRzJj2KZijL34BvN4AG%7EpqRYZDJYKYUNaBzOjcDXtloohG448eZScADReNjGkqmzQPIC-3UNpKaLca9BTg41dFgKUgmQKpHGLcp3pvORBnZOmRXJBw2oIVb6Lh7vlBmXET6uaxxRwqY9rvuaNwh%7Et9Zzcg__&Key-Pair-Id=K6UGZS9ZTDSZM d919aff6f5d391f263ca7fea79a7d031 PDF Text Text 11/6/21, 12:53 AM One Year Later, COVID Continues to Impact Our Lives - The McGill Daily The McGill Daily LING 210 dropouts since 1911 One Year Later, COVID Continues to Impact Our Lives Reflecting on a year of the pandemic by Editorial Board, Kate Ellis and Willa Holt / March 22, 2021 Like 20 Tweet Viola Ruzzier On March 13, 2020, McGill University cancelled classes for what students hoped would be an overcautious two-week break. The following day, the Daily released our first article covering the pandemic, an editorial intended to clarify new, confusing information and encourage responsible behaviour for public health amidst rising case counts. Just over a year later, the COVID-19 pandemic has become a part of our daily lives. Where older articles may have clarified terminology and contextualized the novel coronavirus, this technical information has become common knowledge, and we now use terms like “social distancing” and “contact https://www.mcgilldaily.com/2021/03/one-year-later-covid-continues-to-impact-our-lives/ 1/6 �11/6/21, 12:53 AM One Year Later, COVID Continues to Impact Our Lives - The McGill Daily tracing” without a second thought. In spite of the increase in public understanding of COVID19, the systemic issues exacerbated by the pandemic remain as important as they are underreported. Among the communities disproportionately affected by the pandemic over the past year are those living in precarious housing situations. Two weeks after McGill closed its campuses, Quebec’s eviction moratorium was in full effect. However, this measure did not protect residents from long-term economic struggle or the housing crisis more broadly, which continues to worsen as the pandemic drags on. More recently, Montreal’s unhoused residents have been expected to comply with Quebec’s evening curfews, despite an overwhelming lack of space in shelters across the city. Unhoused Montrealers are still subject to COVID-19-related fines, as the city focuses its funds towards the SPVM over social services. In the midst of a crisis in which Quebec residents should expect to rely on their government to ensure their safety, many people are facing a double threat of contagious disease and state violence. Early in the pandemic, inmates at the Laval Migrant Prison began a hunger strike against unacceptable public health violations at the facility. Despite an initial success during which many inmates were released, the systemic harm enacted by the prison continued to threaten the lives and psychological well-being of incarcerated people. After a call over the summer to release more prisoners in light of ongoing poor conditions, including isolation from showers and entertainment as well as a heightened risk of contracting COVID-19, inmates at the Laval Migrant Prison began a second hunger strike approximately one year after the first. The punitive injustice system upheld by prisons categorically functions to continually harm already vulnerable populations – the pandemic has only made this more apparent.  Indigenous communities and nations are also at a significant disadvantage in facing the COVID-19 pandemic. Within the first month of the pandemic, as ecofascist rhetoric surged with the claim, “we are the virus,” the colonial government’s egregious treatment of First Nations during previous epidemics such as H1N1 raised significant concerns for how Indigenous communities would be treated during this one. These fears were realized as the government deliberately disregarded the safety of Indigenous communities while case counts and death tolls rose. Although Justin Trudeau promised to end all boil water advisories on First Nations land by March 2021, the pandemic provided a convenient excuse to postpone this deadline, despite the fact that clean water is an even more essential resource during a public health crisis. The colonial government’s deliberate disregard for the safety of Indigenous communities intersects with its violence against incarcerated and unhoused populations, of which Indigenous people comprise a disquieting share. As people across Quebec and Canada began to self-isolate and work from home, challenges also emerged on an individual level. Increased time spent on the internet, alone, and under chronic stress continues to exacerbate mental health conditions – including eating disorders – https://www.mcgilldaily.com/2021/03/one-year-later-covid-continues-to-impact-our-lives/ 2/6 �11/6/21, 12:53 AM One Year Later, COVID Continues to Impact Our Lives - The McGill Daily to which university students are already particularly susceptible. The COVID-19 pandemic has also put additional pressure on interpersonal relationships, and quarantine confinement has led to an increase in domestic and gender-based violence globally. These issues, which are often made invisible even during a “normal” year, endanger lives in ways that can’t be included in traditional epidemiological death counts. But mental health difficulties and interpersonal violence are direct consequences of the virus, consequences we can’t dismiss as fringe cases or collateral damage. Though the people struggling with these issues may be physically isolated from each other, their experiences are related to systemic issues that our governments must take seriously.  Inequities have also been revealed on an international scale, which are just as important to examine as those playing out in Montreal. Since the onset of the pandemic, there has been a drastic increase in racism and xenophobia, which have led to acts of extreme violence against Asian people. Financial disparities across the globe have led to uneven distributions of vaccines: wealthier countries hoard higher quantities of COVID-19 vaccines, a phenomenon also called “vaccine nationalism.” This is not purely a product of the pandemic – as staff writer (and former Sci+Tech Editor!) Nabeela Jivraj explains, it is not only governments who contribute to vaccine nationalism, but also major corporations profiting from the pandemic itself. Because vaccinations are easier and more accessible in certain countries, wealthy individuals have begun to travel across state, provincial, or even national borders to receive a vaccination. This trend, known as “vaccine tourism,” not only poses further health risks associated with travel, but also places the needs of the vaccine tourist over the needs of the community they are exposing to further risk. The Daily has also covered the injustices both revealed and created by the pandemic at McGill. The beginning of the pandemic saw students on exchange facing problems and a lack of accommodations from the University. Later on, we faced the transition to online learning, which came alongside unclear communication, constant zoom fatigue, and other inequities. In September 2020, staff writer Maya Ibbitson discussed the ways that COVID-19 was impacting students financially in our Features section. Throughout the entirety of the pandemic, we have also seen the mistreatment of TAs and other student workers, who have been exposed to unsafe and precarious working conditions. Student workers are not the only ones who have faced unsafe conditions at the hands of McGill – in January 2021, News Editor Emily Black reported on the volatile conditions experienced by students at the Ingram School of Nursing, including major changes to the way classes and clinicals were carried out, burnout experienced by students, and mounting expectations. Student Housing and Hospitality Services also made the controversial decision to change its residence handbook permitting the eviction of students from residences for violating public health measures surrounding COVID-19, which reporter Saylor Catlin explained in a February 2021 news article. https://www.mcgilldaily.com/2021/03/one-year-later-covid-continues-to-impact-our-lives/ 3/6 �11/6/21, 12:53 AM One Year Later, COVID Continues to Impact Our Lives - The McGill Daily COVID-19 has drastically changed the way we think about accessibility, as accommodations that were previously written off as impossible for disabled folks (including telemedicine and remote work) became widely available. Although it is long before we will return to “normal,” as vaccines become available and McGill alleges that we will return to in-person instruction this autumn, there is uncertainty around the future of accessibility.  With case numbers remaining high and vaccine rollout leaving much to be desired, it is just as important to support each other now as it was a year ago. Throughout the pandemic, activists and advocates have done important local work to support our communities, and it is important both to recognize and to support these efforts. In Montreal, this includes mutual aid and community organizations such as Hoodstock, COVID-19 Mutual Aid Group, and Head and Hands. It is also important to continue to follow public safety guidelines like wearing a mask and maintaining social distancing. As an editorial board, we recognize that the COVID-19 pandemic is ongoing and are committed to covering the virus and its lingering effects with responsibility and accuracy. We will continue to hold our institutions accountable in a tumultuous time and uplift marginalized voices. If you have any feedback regarding our ongoing COVID-19 coverage, we encourage you to reach out via our public feedback form. The opinions expressed in this article reflect the views of The McGill Daily’s Editorial Board. This article was written by Coordinating Editor Kate Ellis and Managing Editor Willa Holt, with additional reporting from Culture Editor Sara Hashemi. 0 Comments Sort by Newest Add a comment... Facebook Comments Plugin Latest issue https://www.mcgilldaily.com/2021/03/one-year-later-covid-continues-to-impact-our-lives/ 4/6 � 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 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 2021-03-22 Title A name given to the resource One Year Later, COVID Continues to Impact Our Lives Creator An entity primarily responsible for making the resource Editorial Board, 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 year after McGill cancelled classes due to COVID-19, The Daily reflects on the systemic issues exposed by the pandemic and their impact on vulnerable populations. colonialism COVID-19 racism student fees and funding https://d1y502jg6fpugt.cloudfront.net/62030/archive/files/ec7cb76555baee3f1afc7d02e639bf44.pdf?Expires=1781740800&Signature=O2pLVIeh%7EfynE9NVL1d6H6EYvgYUHWUZxGTNPNAERM52%7EW6FqJ-jEwM9xC0vVYlXEYvvzj05GaC5LT58thEmKg6TrkxY5DYStbSLmPD988Z9DYv7NO9kukC6H%7E0ewphqJ2POS4N%7Ed6w33JbbMFxFzWBKP4uOV-6vGaWSCde7QhGJk-7JAEyM8wiUOXxDM%7EfSpj81pHLwhsYyi%7Ea238dVETslnFHF8aaBmulyQNRjwv04eIH0BJmLet4afk4URJXK9Ve4diy63%7EWqjDHGifOJZWxxuBI6Au7akWscR-VY3nnRzJrSIugkOhFBMUO8%7E33pDfn6KHzwnDPmmmejWsqfAA__&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/. 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 2020-10-27 Title A name given to the resource Social Work Students Urge Faculty to Express Solidarity Creator An entity primarily responsible for making the resource 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 An article outlining the growing frustrations among Social Work students at McGill, particularly BIPOC students, with the slow response of the School of Social Work in addressing issues of racial inequality and institutional racism academics Admin colonialism Indigeneity race https://d1y502jg6fpugt.cloudfront.net/62030/archive/files/aefb807fe0abe3785dc4775de626e6ee.pdf?Expires=1781740800&Signature=iLmqhGkhz02HLp%7E0wUgF%7EMRoYDkNsZPukM5MQikPd4DgVFYt3LJXrOIFQm3pBFDTiTUOnYDYc4%7ECIzYWbTviX1-pQRVrjZi06Zukx9Gt0ZJeuC462pdoDbaEDDcbn0Toc1z8HlzBNBpsBZFFUCWnQiUkjIYMKE83ffatHTlTQkG35YwbaMYW8SB7MxQ0zFfokb6j9dYP86mPi2qKtEuFJ0%7E%7EN7ofn6ESPUE1dIDKwru6ywT3AOSP7oKpFsMlZz-doUmpsl8ZShneeIq2tauQY5SQoJb6ZOo2gTCFRFdbmFcHe4XKzsxrOvPrFI4Y4nBd-hetnhc9IK5mbwDu7dKOQg__&Key-Pair-Id=K6UGZS9ZTDSZM fad2302261735dbaf20f5943e6c41ff6 PDF Text Text 11/6/21, 12:24 AM Plan to Address Anti-Black Racism Released - The McGill Daily The McGill Daily LING 210 dropouts since 1911 Plan to Address Anti-Black Racism Released Statue of James McGill to Remain on Campus by Abigail Popple / October 19, 2020 Like 0 Tweet On September 30, Principal Suzanne Fortier sent an email to McGill students and staff announcing the release of McGill’s Action Plan to Address Anti-Black Racism. The plan is modeled on McGill’s Equity, Diversity and Inclusion (EDI) Plan, with a distinct focus on the needs of Black students and staff. While some elements of the plan will go into effect immediately, others will not take place for several months. The final decision about what will be done with the statue of James McGill will, for example,  be made “by the end of the Bicentennial year,” beginning in March 2021. In the meantime, a plaque explaining James McGill’s connections to slavery will be placed next to his statue. When the University administration was asked about the delay in removing the statue during a press conference, Associate Provost of Equity and Academic Policies Angela Campbell explained that “the commitment is to look at the most suitable location of the statue,” and claimed that members of the Black community at McGill have said that “the statue is not the priority.” Similarly, Vice-Principal Academic Christopher Manfredi stated that the plan aims to contextualize, not remove, iconography on campus. Manfredi pointed to the final report of the “Working Group on Principles of Commemoration and Renaming,” which recommended that McGill contextualize its iconography. However, the organizers of the Take James McGill Down campaign expressed disappointment with the university’s reluctance to remove the statue in their response to the release of the Action Plan, writing that placing a plaque next to the statue is “a misuse of time and resources” and “insincere pandering.” They also affirmed that the removal of the statue was “a primary component of [their] petition.” Still, Campbell and Manfredi maintained that student feedback will be an important factor in all decisions relating to the Action Plan. Campbell emphasized that student feedback will be “a central guiding thread” to the design of an online learning module about systemic racism modeled after “It Takes All of Us.” The criticism which “It Takes All of Us” received upon its implementation will be used to modify online learning modules in the future, Campbell claimed. Manfredi followed Campbell’s comments by alleging that, despite the lack of harsh consequences for not completing “It Takes All of Us,” the program has an almost 100 per cent https://www.mcgilldaily.com/2020/10/plan-to-address-anti-black-racism-released/ 1/4 �11/6/21, 12:24 AM Plan to Address Anti-Black Racism Released - The McGill Daily completion rate. Campbell also cited the inclusion of students in the revision of the university’s policies on harassment and discrimination as an example of student involvement in the implementation of the Action Plan. In addition to the creation of this module, the plan states that McGill will work with Teaching and Learning Services (TLS) to “support the development of inclusive pedagogies… without interfering with the freedom of individual instructors to determine the content of their courses.” Campbell clarified that this will involve hiring a pedagogical developer in TLS, and that professors will not be punished for not having inclusive material in their classes. Instead, Campbell hopes that the plan will build “capacity… [and] awareness and knowledge among instructors,” and believes the creation of inclusive classroom environments will be incentivized by the “excellence in teaching” awards that department chairs distribute. In order to hold the University accountable to the commitments made in the Action Plan, Campbell has stated that a dedicated project manager will be hired. University administrators will also meet with members of the Black community three to four times a year, and a Black Student Affairs Liaison will be appointed “to facilitate the sharing of student concerns and questions with McGill’s administration.” The plan does not detail how often these meetings will be held, or what they will entail. Manfredi stressed that students must hold each other accountable, too: “The university’s not just the administration. The university is 50,000 people who are members of the community, 40,000 students, 10,000 employees. And I think it’s important that we all hold ourselves accountable to making sure that anti-Black racism is diminished within our community.” Manfredi also claimed that, according to surveys conducted by the university, many of the microaggressions that students experience have come from their peers. The Code of Student Conduct and Disciplinary Procedures will serve to discipline students for creating a “non-respectful environment,” per Manfredi; however, Manfredi did not specify how university faculty will be held accountable for discriminatory behavior. Campbell hopes to increase general access to reporting channels to disclose discriminatory behavior, “much in the same way as we… facilitated easier access to reporting channels for sexual violence.” To further support racialized students at McGill, the University will appoint “at least one Wellness Advisor or Counsellor with expertise in connection with the psychological impacts of racism.” Students have historically had difficulty accessing mental health resources from the Wellness Hub, but Campbell says that the University will make adjustments to the program if racialized students cannot reliably access this resource. Currently, only 28 per cent of counsellors at the Hub identify as members of racialized groups, and there is one Indigenous case manager. As many of the commitments in the Action Plan will not be implemented immediately, it is unclear how the plan as a whole will be put into effect. Per Manfredi, a website will be created k ill’ h li i https://www.mcgilldaily.com/2020/10/plan-to-address-anti-black-racism-released/ f h l h did if h h f 2/4 �11/6/21, 12:24 AM Plan to Address Anti-Black Racism Released - The McGill Daily to track McGill’s progress on the application of the plan – he did not specify what the name of this website will be, nor when it will be created. Regardless, the Daily will continue to report on the University’s fulfillment of the Action Plan. 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/2020/10/plan-to-address-anti-black-racism-released/ 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 2020-10-19 Title A name given to the resource Plan to Address Anti-Black Racism Released Creator An entity primarily responsible for making the resource Abigail Popple 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 explaining McGill's plan to address Anti-Black Racism on campus was released in the fall of 2020. The article specifically discusses McGill's choice not to remove the James McGill statue on campus and the various student responses to that decision. 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Date A point or period of time associated with an event in the lifecycle of the resource 2014-11-24 Title A name given to the resource Montrealers march against gendered and sexual violence Creator An entity primarily responsible for making the resource Celia Robinovitch 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 Coverage of Montréal's annual Take Back the Night! march in 2014, including summaries of different speeches given by representatives of the community- and campus-based organizations that were present. colonialism non-McGill racism SACOMSS sexual assault Student Organizations Take Back the Night