Who are we missing?
Re: “Accessibility is inaccessible, Innis students host mental health forum”
When Oliver Daniel, Annie Liu, Kathy Sun, and Jehan Vakharia first proposed the idea of hosting a mental health forum at Innis College in response to the death in the Bahen Centre for Information Technology, I was impressed and delighted. Four first-year students coming together to take action within days of the news spreading gives me hope about the strength of our campus community.
I love the spirited proposition of initiatives, like the implementation of a Mental Health Director and mental health training within Innis, as well as the acknowledgement that there is only so much students can do without the full force of administration and professional resources to back us up.
But there are still important questions to be asked: what will happen to the students who don’t make themselves visible to us, who don’t come to events, who don’t speak out about campus issues, who don’t engage with student groups, and who may not live on or near campus? These are questions fellow student leaders and I deal with on a daily basis.
These students are often not even on the radar of student clubs, unions, and publications. Student leaders may not have the tools or the vocabulary to identify the communities that are missing from their programming. At the same time, these students are often the ones who most need support.
Student leaders and administration at Innis have worked hard this year to push the boundaries of the Innis community farther to encompass more students of diverse backgrounds and interests. But it is not certain if it is enough. If we aren’t even fully aware of who we are missing, it is not clear what our next step should be to ensure that essential services like mental health support reach the students who need it most.
Michelle Zhang is a second-year Peace, Conflict and Justice Studies, Urban Studies, and Political Science student at Innis College.
Disclosure: Zhang served as the 2018—2019 Equity & Outreach Director at the Innis College Student Society.
In defence of the recent provincial changes to education
Re: “Thousands protest Ford’s proposed education cuts at Queen’s Park”
Since the Ontario government backtracked on controversial changes to its autism programs by making significant concessions and pursuing consultations with parents, I will focus on the recently protested changes to the general public education system. Rather than succumb to the fear-mongering antics of some protesters, we must recognize the benefit of proposed changes to the Ontario public education system, namely the increases to class sizes and mandatory online education.
We’ve come far since the pioneer society of Upper Canada — with non-uniform textbooks and uncertified, often transient, pseudo-educators — to today’s Ontario public education system.
Still, the system is not without faults. Most concerningly, it fails to prepare students to meet the unique challenges and unprecedented scale and rate of socio-economic changes of the age of information technology.
Overloading — if not overburdening — the public system by hiring too many teachers misses the forest for the trees. This ineffective hiring policy has diminishing returns on investment and limits the capacity of public coffers to address the many other systemic and infrastructural problems.
It’s been my experience, from primary through postsecondary education, that the quality of the teachers — not class size — makes for a good or bad learning environment. Increasing classroom size in order to better optimize cost-effectiveness will hopefully maximize use of limited space and resources. At the very least, it will encourage students to be independent and to self-advocate.
Furthermore, mandatory online learning isn’t something to be feared. It is long overdue and must be embraced, especially in a year that marks the 30th anniversary of the World Wide Web. Online learning promotes student independence and responsibility, and holds our province’s limited public resources more accountable.
These changes will maximize the potential of our society’s public education system and better prepare them for an economy that requires more versatile and adaptable lifelong learners.
Oscar Starschild is a second-year Mathematics, Philosophy, and Computer Science student at Woodsworth College.
