Resisting Education event reflects on diverse barriers in postsecondary institutions

Panel discusses tuition fees, Indigeneity, racism, part-time students

Resisting Education event reflects on diverse barriers in postsecondary institutions

Resisting Education: Stories of Defiance and Perseverance — an event held by the Association of Part-Time Undergraduate Students (APUS) — took place in UTSG’s Claude T. Bissell Building on November 30 to discuss issues faced by students in postsecondary institutions across Ontario.

The event featured a panel of guests that included Nour Alideeb, former University of Toronto Mississauga Students’ Union (UTMSU) President and current Chairperson for the Canadian Federation of Students–Ontario (CFS-O); Francis Pineda, President of the Continuing Education Students’ Association of Ryerson (CESAR); Michelle Mabira, 2016–2017 President of U of T’s African Students’ Association; and Phyllis McKenna, Vice-President Equity and Campaigns of CESAR. Moderating the event was Mala Kashyap, President of APUS.

A range of issues concerning postsecondary students were raised by the panelists. Alideeb started the discussion by saying that access to postsecondary education is a “right, not privilege.” Citing the funding structure for public postsecondary institutions, particularly U of T, Alideeb said the university has become a “publicly assisted institution” instead of “publicly funded,” with some of the highest tuition costs in Canada as well as steep costs for international students.

“Is our degree that great just because we slap on ‘U of T’?” asked Alideeb. She also pointed out solutions from her work at the CFS-O, in particular her lobbying for the Ontario Student Grant, as a starting point for reducing student fees and eliminating provincial interest on student loans.

McKenna focused on Indigeneity and the issues Indigenous students face when it comes to access to education. As an Indigenous woman, McKenna criticized the low graduation rates for Indigenous students in postsecondary institutions, as well as limitations on funding for bursaries and grants due to inadequate government funding.

Mabira relayed a perception of apathy on the part of the university administration toward marginalized students. Describing the process of reporting racism to university administrators as a “lottery,” Mabira attributed deep-rooted racism within the university to a “culture of persecuting people who can challenge the way the system is built and run.” She alluded to recent reports of anti-Black racism on campus as the product of a culture of racism and ignorance.

A part-time student at Ryerson University, Pineda discussed the importance of improving access to postsecondary education, as well as keeping in mind the struggles that part-time students face at these institutions. Accessing bursaries and grants is difficult for part-time students, especially those who may incur debt over an extended period during school, said Pineda. He described in detail his own experiences as a part-time student dealing with debt and the long period of time it took for him to earn his degree.

In response to a question about solutions to the particular issues raised by the panel, McKenna conveyed a hope for diversifying approaches to education and changes to “the idea that Western worldviews are not the epitome of education.”

Alideeb, speaking from her experience with the UTMSU, said that discussion and trust are the basis for change. “If we don’t have the mechanisms to talk to each other about the things that we have problems with, we cannot find solutions to them and move forward.”

When asked about the practicality of solving issues that were raised by her fellow panelists, Alideeb responded with optimism about future conversations, specifically mentioning her past success with the ‘Fight the Fees’ campaign and the Ontario Student Grant. She emphasized the importance of the University of Toronto Students’ Union collaborating with student groups to work on tackling issues. “We need to be working with people to understand the issues — that way we can tackle them.”

“150 for Whom?” tackles anti-racism on Canada’s sesquicentennial

Panel features CFS Chairperson Coty Zachariah, former UTSU Executive Director Sandra Hudson

“150 for Whom?” tackles anti-racism on Canada’s sesquicentennial

Canada’s sesquicentennial anniversary, while widely celebrated, has also raised critical discussion regarding what it means to celebrate the past 150 years as seen through the lens of colonialism.

On November 11, the Centre for Integrative Anti-Racism Studies hosted a workshop and symposium event titled “150 for Whom, Canada? Colonialism and Indigeneity across Lands” at U of T’s Ontario Institute of Studies in Education.

The event included a panel discussion featuring Sandra Hudson, former University of Toronto Students’ Union (UTSU) Executive Director and co-founder of Black Lives Matter – Toronto; Coty Zachariah, current National Chairperson of the Canadian Federation of Students (CFS); George Elliott Clarke, former Poet Laureate of Toronto; Eve Haque, associate professor at York University; and Jennifer Mills, a postdoctoral researcher at York. The event was moderated by Alissa Trotz, an Associate Professor of Women and Gender Studies.

The discussion focused in large part on the ways that the panelists perceived Canada to have failed racialized and Indigenous communities, and how, as Hudson opined, Canadians should not be celebrating 150 years of conquest, violence, and settler colonialism.

“When I think about Canada 150, I’m thinking of 150 years of what?” she asked. “As a Black person, I don’t see myself reflected in anything about Canada 150 at all.”

The panelists also discussed the basis of Canada’s foundation, asking why Canadians are celebrating the past 150 years when the country’s history stretches far beyond that.

Zachariah, who is Afro-Indigenous, argued that the sesquicentennial celebrates the erasure of the history of Indigenous peoples who have been here much longer than European settlers. “When I think about 150 and 10,000, there’s just no comparison,” he said.

Clarke stated that it was also important to remember the original reason for Confederation, saying that “Canada is, in my opinion, the result of the British empire’s need to establish a bulwark against American manifest destiny, nothing more and nothing less than that.”

There was also discussion about the role of language in Canada’s history with Indigenous peoples.

Haque, who teaches in York’s Department of Languages, Literatures and Linguistics, spoke about the “importance of language” and how colonialism has destroyed parts of Indigenous culture.

“It is also through the imposition of colonial languages and the violent expunging of Indigenous languages and other languages that are here that colonialism is trying to break Indigenous relationship with land,” she said.

Zachariah echoed Haque’s point, saying, “They stole your language and your culture and they charge you $10,000 a year to get it back,” referring to the tuition some students might have to pay in order to learn Indigenous languages.

When asked by The Varsity how he plans to use his position as CFS National Chairperson to educate students on these issues, Zachariah said that it would be “by having this conversation, by being open to talking to places like The Varsity about what it means and what it could mean, and how we can form better relationships moving forward.” He said his role as chairperson can be to help foster those conversations.

He also said that he was “very open to working with any school,” including U of T, despite the UTSU’s current anti-CFS stance.

Hudson declined to comment.

Fighting a ‘toxic threat,’ Indigenous groups protest at Queen’s Park

Demonstration opposes government nuclear policy, discarding of toxic waste on Indigenous land

Fighting a ‘toxic threat,’ Indigenous groups protest at Queen’s Park

Members of the Anishinabek and Iroquois Caucus First Nations, as well as the Bawating Water Protectors, led a demonstration alongside environmental activists and supporters in Queen’s Park on November 9. The purpose of the protest was to demonstrate against the provincial government’s nuclear policy and the proposed discarding of toxic waste on Indigenous lands, as well as to push for renewable energy. At its peak, the crowd consisted of around 100 people.

The demonstration, named “We Want a Renewable Ontario,” called for the phasing out of the province’s nuclear stations. A particular focus was placed on the Pickering Nuclear Generating Station. Originally designed to halt operations in 2018, the current Liberal government pushed back the deadline to keep the station functional for four more years.

Protesters also criticized the Ontario Power Generation (OPG), a Crown corporation, for its plan to dump its nuclear waste on First Nations lands in the province, arguing that the proposal could “potentially [poison] the waterways, soil, and air forever with radioactive contamination.” A 2017 OPG report contended that a site near the Lake Huron coast would be the ideal location for the toxic refuse. In order for this to happen, Catherine McKenna, the Federal Environment Minister, would have to approve the plan.

The group also demanded that the provincial government accept Québec’s offer to supply renewable energy at a lower cost than Ontario can provide, potentially replacing the current power generated at nuclear stations. In a pamphlet distributed during the event, the coalition called on “Premier Wynne to support a deal with Quebec that would enable us to replace our high-cost nuclear generation with low-cost renewable water power.” Many signs during the assembly supported this message.

Most of the demonstrators carried signs reading “Close Pickering,” and flags with “Nuclear Power? No Thanks,” written on them.

Candace Day Neveau of the Bawating Water Protectors emphasized the critical role of Indigenous worldviews in this context. “In our language, there’s no word for owning the Earth,” she said. “The Canadian government is just absolutely disgusting, and I’ll say it again: Canada is not a country. It’s a settler idea. This is Turtle Island and we have to own that. We have to be accountable to our identities here.”

Glen Hare, Deputy Grand Council Chief of the Anishinabek Nation, called on media groups to “stand with us; fight with us,” eliciting reactions from CBC journalists on site covering the event. “Only when bad things happen to us are we in the spotlight,” he said.

Amanda Harvey-Sánchez, student member of Governing Council and Academic Director for Social Sciences at the University of Toronto Students’ Union, was among the attendees. Harvey-Sánchez said in an email that she joined the rally “as an act of solidarity with Indigenous youth calling for a phase out of nuclear power in Ontario and a transition to 100% renewable energy.” Harvey-Sánchez reiterated that the proposed burial and abandonment of nuclear waste on Indigenous lands poses a threat to waterways and bodies of water like the Chalk River and Lake Huron. “The province and Canada more broadly has made a commitment to work towards reconciliation with Indigenous peoples,” she said. “The abandonment of radioactive waste on their territory without consent stands in conflict with that commitment.”

Julia DaSilva, a second-year U of T student, was one of the protesters in Queen’s Park. “It’s really crucial that we have as many people as possible at events like this,” said DaSilva, “so that politicians can’t pretend that there isn’t public opposition to their irresponsibility — to their allowing the colonial project to continue.”

The group tried to bring a mock nuclear waste drum to the office of Premier Kathleen Wynne but were stopped by on-site security. The protestors then began chanting, “Take your waste, we don’t want it.”

The protest followed a panel from the previous day called “Toxic Threat: Radioactive Waste on Indigenous Lands” held at Massey College. The event hosted speakers Patrick Madahbee, Grand Chief of the Anishinabek Nation; Angela Bischoff, Outreach Director for the Ontario Clean Air Alliance; Neveau and Meawasige of the Bawating Water Protectors; and Dr. Gordon Edwards from the Canadian Coalition for Nuclear Responsibility.

What it means to be “treaty people”

Exhibit at Hart House aims to educate public on Indigenous treaty negotiations

What it means to be “treaty people”

July 1 will mark 150 years since Canada’s confederation. This summer series focuses on events that explore this milestone while pondering the question: how did we get here?


Standing quietly in the Map Room on the main level of Hart House is Canada By Treaty, an exhibit highlighting Canada’s relationship with Indigenous peoples through treaty negotiations. When observers first enter the room, large panels containing information about this history dominate the space.

Each panel addresses a different part of treaty history in Canada, intuitively leading viewers on a path toward deeper understanding.

Treaties

Treaties are legal agreements between the Crown and Indigenous peoples that allow non-Indigenous people to live in Canada. They were negotiated to permit the sharing of lands and resources and to place the relationship between Indigenous and non-Indigenous people in a legal context. In contemporary discussions, treaties have been the subject of debate among Indigenous communities due to disagreements over the spirit and intent of specific articles in the treaty documents.

Canada By Treaty aims to educate non-Indigenous Canadians on their treaty relationships with Indigenous peoples. 

From idea to exhibit

Canada By Treaty was put together by students in a seminar entitled “Canada By Treaty: Alliances, Title Transfers and Land Claims,” taught by co-curator and Associate Professor in the Department of History Heidi Bohaker.

Last year, Bohaker and her colleagues in the Department of History considered various ways of participating in the Canada 150 events and, having taught the joint seminar before, decided to help educate Canadians on their treaty relationship with Indigenous peoples. 

According to Bohaker, Canada By Treaty was also a response to the 94th Call to Action in the Final Report of the Truth and Reconciliation Commission of Canada, which aims to include honouring treaties with Indigenous peoples as part of Canada’s oath of citizenship. “What struck us is how that can happen if Canadians, new and old, don’t even know what treaties are. So some fundamental and foundational educational work has to take place,” said Bohaker. “Really this is a country built by treaty… there were no wars of conquest. It’s a negotiated place.”

After receiving $2,500 from the University of Toronto Provost, which was matched by the Department of History, Bohaker embarked on her mission to have her students curate a “loosely defined exhibit on treaties.”

From there, more funding was accumulated: the class received $10,000 from the Jackman Humanities Institute Program for the Arts Grant, as well as various donations from sponsors such as the Ontario150 Community Capital Program, University of Toronto Libraries, University College, Regis College, and the Jesuits in English Canada.

On opening day, the exhibit was attended by the likes of Elizabeth Dowdeswell, Lieutenant-Governor of Ontario, and Chief Stacey Laforme of the Mississaugas of the New Credit First Nation, the First Nation on whose territory the University of Toronto stands.  

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Research intensive

With adequate funding, the students were able to expand their research with more resources and high-end materials to create the beautiful exhibit that stands in the Map Room today.

Bohaker said that she wanted the students in her class to do something more than conventional papers and presentations, although she admits that she still made them write a final term paper. “And they stuck with it, which was very good of them,” she laughed.

The students, all of whom were non-Indigenous though some were part of the Indigenous Studies program, were given the opportunity to conduct a primary source analysis of a treaty document that “they could identify with.” 

On the challenges that students faced with information, Bohaker noted that they grappled with whether the story was theirs to tell, as non-Indigenous people that don’t have the same lived experience as Indigenous peoples. They had not experienced the implications of treaty relationships on Indigenous peoples’ daily lives.

“In the end, the students felt, ‘well it is part of our story to tell, we’re all treaty people, and that we have an obligation to educate other non-Indigenous people about these agreements,’” concluded Bohaker. “I’m glad we discussed that. That was an important thing to think through.”

As preparation for the exhibit intensified, Bohaker said that the class became less like a seminar and more like a workshop, as mock-ups of panels and craft materials replaced normal class activities.

Educating the public

As observers mill about the room, they will likely notice that the panels are positioned in two separate, offset semi-circles. According to Bohaker, the disconnect symbolizes our treaty relationship, and how treaty relationships are envisioned by First Nations as a relationship of equality. “The circle right now is off, right? It’s offset, so the idea is that through educating Canadians about what treaties are, we can begin the process of bringing the circle back together.”

“I think that most Canadians now recognize… a general and legal acceptance [of] multiculturalism in this country. We still have a long way to go, I think, in terms of addressing the historic and present day racism towards First Nations, and really coming to terms with what it means to be treaty people, that we are this place that was negotiated and has ongoing relationships, right?”

 

Canada By Treaty will stand in the Hart House Map Room until May 25, before travelling to various other venues, all free of charge.

Op-ed: Why risk arrest?

Canada’s youth won’t stand for Kinder Morgan, and it’s time for the government to listen up

Op-ed: Why risk arrest?

When I was 12 years old, I wrote a speech about climate change for a primary school speaking contest. Unfortunately, as I would soon learn, it takes a lot more than giving a speech to move governments. For the next eight years, impassioned by the same goals, I wrote petitions, signed letters, attended rallies and marches, and spoke up at climate town halls. I have used every available traditional forum to voice my concerns, and yet the politicians that are supposed to protect my future have consistently failed to take necessary action on climate change.

When an opportunity presented itself to take my demands to the next level, I took it. For the past two months I have recruited students and youth for Climate101, a civil disobedience action calling on Prime Minister Justin Trudeau to reject the Kinder Morgan pipeline. Last Monday, that action culminated in 99 young people being arrested on Parliament Hill — the largest act of youth-led climate civil disobedience in Canadian history.

Opposing Kinder Morgan is a matter of climate justice. As students, many of us with experience in fossil fuel divestment campaigns, we know that expanding the tar sands means trampling on the rights of people across Canada and around the world. Canada made commitments in Paris last year to limit global warming to 1.5 degrees, but if Kinder Morgan and other tar sands pipelines are built, we will be on track to use up almost one quarter of the world’s remaining carbon budget. Approving Kinder Morgan means standing by as small island nations are drowned, people die of famine, and increasingly prevalent and dangerous natural disasters destroy communities.

If Prime Minister Justin Trudeau approves Kinder Morgan, he will also be breaking his campaign promise to respect the rights of Indigenous peoples. Cedar Parker-George of the Tslei-Waututh First Nation, one of the youth speakers at the action on Monday, says it best: “Justin Trudeau promised to listen to Indigenous communities. Well, my community has been pretty clear; reject this pipeline and protect the water, the land and the climate.” Tslei-Waututh and other members of Indigenous communities protecting the land are protecting their right to survive, and we need to stand with them.

Young people took action on Monday because the stakes are high, and because it just might make the difference. We know that when young people come together, we are powerful. For instance, the fossil fuel divestment movement, led by students, has collectively led to $3.4 trillion in assets being divested thus far. In the United States in 2014, dozens of youth were arrested outside the White House protesting the Keystone XL pipeline. A year later, after dozens of other actions and fierce opposition from Indigenous peoples, Obama rejected the pipeline.

Climate 101, similarly, drew on the power of young voices to influence change. Last election, 45 per cent of people aged 18–25 voted Liberal and helped along the formation of a majority Liberal government. That same demographic, spanning all the way up to 35, is overwhelmingly opposed to pipelines and supports strong climate action and respect for Indigenous rights.

Those of us arrested on Parliament Monday came with a plea, but also a warning: if Trudeau wants the support of millennials next election, he needs to reject Kinder Morgan. Perhaps seeing 99 youth arrested on his doorstep will be the tipping point he needs to make that decision.

Amanda Harvey-Sanchez is a third-year student at Trinity College studying Environmental Studies, Social Cultural Anthropology, and Equity Studies. She was one of three youth organizers working on recruitment and planning for Climate 101 with 350.org.

Letter of solidarity with the Standing Rock Sioux

U of T students, faculty, and staff support protesters, condemn the construction of the Dakota Access Pipeline

Editor’s note: The following is a letter of solidarity signed by over 160 University of Toronto students, faculty, and staff, expressing support for the Standing Rock Sioux and other groups protesting against the construction of the Dakota Access Pipeline. The letter was sent to The Varsity on October 12, 2016. 

This statement was written prior to the court ruling on September 19, 2016, which halted construction for 20 miles on either side of Lake Oahe. Protests have continued in response to the construction still ongoing at other locations across the pipeline route.


 

As members of the University of Toronto community, we, the undersigned, express our resolute solidarity with the Standing Rock Sioux and all land and water defenders at the Sacred Stone Camp against the construction of the Dakota Access Pipeline (DAPL).

The DAPL is one of the largest pipelines currently under construction, and it would transport 450,000 barrels per day of fracked oil from North Dakota to southern Illinois. The pipeline route travels through 1,800 km of land, through lakes and waterways, like the Missouri river, that provide millions with drinking water, and through sacred Indigenous sites and territories (some of which have already been destroyed). We stand in opposition to the development of oil pipelines in North Dakota and across Turtle Island – infrastructure that ignores and violates Indigenous sovereignty; that threatens the health of present and future generations and their environments; that exploits land and people for short-term capitalist profit.

Like the pipelines themselves that traverse colonial borders, we recognize that the Standing Rock struggle is part of the same fight being waged and won by Indigenous nations the world over against the dispossession, displacement, and destruction of Indigenous peoples, lands, and ways of life; that this action is part of a broader struggle against the violence of extractive activities that reflect and entrench ongoing state commitments to settler colonialism, environmental racism, and capitalist exploitation – violences equally perpetrated by the Canadian state. We oppose the Canadian government’s allocation of billions of taxpayer dollars towards the expansion of the Albertan tar sands, an industrial megaproject that carries far-reaching social, economic, and environmental consequences for people across Turtle Island, including the Standing Rock Sioux and their allies. We oppose the investments made by the Canadian oil conglomerate, Enbridge, in the DAPL project.

We celebrate and give thanks for the labour and the victories of the land and water defenders at the Sacred Stone Camp, including their efforts to gather people and build community – a show of power and determination that has secured the ruling by the Obama administration to halt construction on part of the DAPL. We add our voices and efforts to the struggle until we can guarantee full respect for Indigenous sovereignty and land rights, and ensure healthy land and water for generations to come.

In solidarity,

Maureen FitzGerald, Fellow, Mark S. Bonham Centre for Sexual Diversity Studies, University of Toronto

Nickie Van Lier, PhD student, Department of Geography & Planning, University of Toronto

Leah Montange, PhD student, Department of Geography & Planning, University of Toronto

Michael Chrobok, PhD student, Department of Geography & Planning, University of Toronto

Isabel Urrutia, PhD student, Department of Geography & Planning, University of Toronto

Robert Fajber, PhD candidate, Department of Physics, University of Toronto

Cristina Jaimungal, PhD student, Social Justice Education, University of Toronto, University of Toronto Graduate Students’ Union (UTGSU) Executive

Cindy Ka Man Lee, Masters student, Department of Geography & Planning, University of Toronto

Christopher Cully, MA candidate, Department of Social Justice Education, President, OISE Graduate Students’ Association

Brieanne Berry Crossfield, M.Ed Student, Social Justice Education, University of Toronto

Emma McClure, PhD student, Philosophy Department, University of Toronto

Mary Jean Hande, PhD Candidate, Leadership, Higher and Adult Education, OISE, University of Toronto

Cynthia Morinville, PhD student, Department of Geography & Planning, University of Toronto

Anna Shortly, MScPl student, Department of Geography & Planning, University of Toronto

Zachary Anderson, PhD Candidate, Department of Geography & Planning, University of Toronto

Jeremy Withers, PhD student, Department of Geography & Planning, University of Toronto

Justin Kong, MA Candidate, Department of Sociology, University of Toronto

Phoebe Edwards, PhD student, Department of Ecology and Evolutionary Biology, University of Toronto

Emily A. Moorhouse, MA, Department of Social Justice Education, University of Toronto.

Anna Heffernan, MA Candidate, Centre for European, Russian and Eurasian Studies, University of Toronto

Alexander Ivovic PhD Candidate, Department of Physiology, University of Toronto

Emily Gilbert, Associate Professor, Canadian Studies Program and Department of Geography and Planning, University of Toronto

Deborah Cowen, Associate Professor, Department of Geography and Planning, University of Toronto

Benjamin Patrick Butler, PhD student, Department of Geography & Planning, University of Toronto

Laura Landertinger, PhD Candidate, Department of Social Justice Education, University of Toronto

Jeff Bale, Associate Professor, Department of Curriculum, Teaching and Learning, Ontario Institute for Studies in Education, University of Toronto

Jillian Linton, MA Candidate, Department of Geography & Planning, University of Toronto

Ellyse Winter, PhD student, Department of Social Justice Education, University of Toronto

Dylan Clark, Lecturer in Anthropology, Contemporary Asian Studies, and Geography. U. of Toronto

Léa Ravensbergen, PhD Student, Department of Geography and Planning, University of Toronto

Lauren Kepkiewicz, PhD Candidate, Department of Geography and Planning, University of Toronto

Shane Lynn, PhD Candidate, Department of History, University of Toronto

Jocelyn Piercy, PhD Candidate, OISE, University of Toronto

Jessica Concepcion, Teacher Candidate, OISE, University of Toronto

Yukiko Tanaka, PhD Student, Department of Sociology, University of Toronto

Louise Birdsell Bauer, PhD Candidate, Department of Sociology, University of Toronto

Kim de Laat, PhD Candidate, Department of Sociology, University of Toronto

Ambika Tenneti, PhD Candidate, Faculty of Forestry, University of Toronto

Nasim Ramezani, PhD Student, Faculty of Forestry, University of Toronto

Sarah Cappeliez, PhD Candidate, Department of Sociology, University of Toronto

Noah Kenneally, PhD Candidate, Department of Social Justice Education, OISE, University of Toronto

Fernando Calderón Figueroa, PhD Student, Department of Sociology, University of Toronto

Jonathan Kauenhowen, PhD Student, Department of Sociology, University of Toronto

Merin Oleschuk, PhD Candidate, Department of Sociology, University of Toronto

Matthew Farish, Associate Professor, Department of Geography and Planning, University of Toronto

Katie Mazer, PhD Candidate, Department of Geography and Planning, University of Toronto

Ximena Martinez, PhD student, Social Justice Education, University of Toronto.

Jesse Jenkinson, PhD Candidate, Dalla Lana School of Public Health, University of Toronto.

Anelyse Weiler, PhD Student, Department of Sociology, University of Toronto

Andrew Merrill, PhD Student, Department of Geography, University of Toronto

Sarah Snyder, PhD Candidate, Department of Social Justice Education, University of Toronto

Jess Clausen, PhD student, Social Justice Education, University of Toronto

Khursheed Sadat MA Student, Women and Gender Studies Institute, University of Toronto

Marie Laing, MA candidate, Department of Social Justice Education, Ontario Institute for Studies in Education, University of Toronto

Kimberly Todd, Ph.D Student, Social Justice Education, University of Toronto

Suzanne Narain, PhD Candidate, Department of Social Justice Education, OISE, University of Toronto

Yessica Rostan, MA Student at OISE/UofT in Social Justice and Comparative International Developmental Education, Youth Worker and Community Educator

Kristy Bard, USW1998 Chief Steward, Faculty of Arts & Science, University of Toronto

Victor Barac, Ph.D., Lecturer, University of Toronto, Dept. of Anthropology

Sam Spady, PhD Candidate, Social Justice Education, University of Toronto

Storm K. Jeffers, PhD Student, Department of Sociology, University of Toronto

Diana M. Barrero, M.A student, Department of Curriculum, Teaching and Learning, Ontario Institute for Studies in Education, University of Toronto

Justin Holloway, USW1998 Steward (OISE), M.A. student, Department of Leadership, Higher and Adult Education, Ontario Institute for Studies in Education, University of Toronto

Lora Senechal Carney, Arts, Culture and Media, UTSC

Linda Kohn, Professor, Biology Dept., UTM

Karen Dewart McEwen, PhD Student, Faculty of Information, University of Toronto

Nicole Laliberte, Assistant Professor, Department of Geography, UTM

Nhung Tuyet Tran, Associate Professor of History & Canada Research Chair, UNiversity of Toronto

Theresa Enright, Assistant Professor, Department of Political Science, University of Toronto

Rosa Sarabia, Professor, Department of Spanish and Portuguese, University of Toronto

Natalie Rothman, Associate Professor, Historical and Cultural Studies, UTSC

Dana Seitler, Associate Professor, Department of English, University of Toronto

Tavleen Purewal, PhD Student, Department of English, University of Toronto

Francis Cody, Associate Professor, Department of Anthropology, University of Toronto

Jens Hanssen, Associate Professor, Departments of History & NMC, University of Toronto

Sarah Wakefield, Associate Professor, Department of Geography and Planning, University of Toronto

Kanishka Goonewardena, Associate Professor, Department of Geography and Planning, University of Toronto

Kerry Parrett MA student, Department of Occupational Science and Occupational Therapy, University of Toronto  

Catherine Thompson-Walsh, PhD Student, School and Clinical Child Psychology, Department of Applied Psychology and Human Development, OISE, University of Toronto

Anna Ek, MA Student, Department of Geography and Planning, University of Toronto

Angie Fazekas, PhD Student, Women and Gender Studies Institute, University of Toronto

Alex Djedovic, PhD Candidate, Institute for the History and Philosophy of Science and Technology. University of Toronto

Kajri Jain, Associate Professor, Departments of Visual Studies and Art History, University of Toronto

Jennifer Jenkins, Associate Professor, Department of History, University of Toronto

Paul Hamel, Professor, Faculty of Medicine, University of Toronto

David Seitz, Lecturer, Sexual Diversity Studies, University of Toronto

Michelle Murphy, Professor, Department of History and WGSI, University of Toronto

Alejandro I. Paz, Assistant Professor, Anthropology, University of Toronto

Rena Helms-Park, Associate Professor, Linguistics/Speech Pathology, University of Toronto

Sylvia Mittler, Associate Professor, Centre for French and Linguistics, UTSC

Ron Smyth, Department of Psychology and Centre for French and Linguistics, UTSC

Jennifer Nedelsky, Faculty of Law and Department of Political Science, University of Toronto.

Ilana Newman, MI student, Faculty of Information, University of Toronto

Laura Moncion, MA student, Centre for Medieval Studies, University of Toronto

Noah Ross, MA student, Centre for Medieval Studies, University of Toronto

Amy Wood, PhD student, Political Science, University of Toronto

Sara Klein, MI student, Faculty of Information, University of Toronto, Irena Smith, MA Student, Women and Gender Studies

Alexandra Izgerean, MA student, School of Public Policy and Governance, University of Toronto

Kathryn Henzler, MMus student, Faculty of Music, University of Toronto

Judi McIntyre, MIRHR student, CIRHR, University of Toronto

Hoda Ebrahimi, MT Student, OISE, University of Toronto

Megan Harris, PhD Candidate, English Department, University of Toronto

Zoe David-Delves, Master’s of Global Affairs Candidate, Munk School of Global Affairs, University of Toronto

Olivia Shortt, MMus in Instrumental Performance, Faculty of Music, University of Toronto

Napat Malathum, MMSt student, Faculty of Information, University of Toronto

Mohammad Alhaj, MD. DLSPH -Department of Epidemiology, University of Toronto.

Bogdan Smarandache, PhD Candidate, Centre for Medieval Studies, University of Toronto

Nisha Toomey, PhD Student, Social Justice Education, OISE, University of Toronto

Bhavani Raman, Associate Professor, Department of History, University of Toronto.

Maria-Saroja Ponnambalam, MA student, Department of Geography and Planning, University of Toronto

Lauren Maxine, MI student, Faculty of Information, University of Toronto

Andrew Kaufman, PhD Student, Department of Geography and Planning, University of Toronto

Evan Miller, PhD Student, Department of Mathematics, University of Toronto

Katherine D. Balasingham, PhD Student, Department of Physical and Environmental Science, University of Toronto

Alison Traub, MASc Student, Department of Chemical Engineering & Applied Chemistry, University of Toronto

Holly Pelvin, PhD Candidate, Centre for Criminology and Sociolegal Studies, University of Toronto

Sarah Dungan, PhD Candidate, Department of Ecology and Evolutionary Biology, University of Toronto

Talha Khan, MSc Candidate, Department of Geography and Planning, University of Toronto

Milan Ilnyckyj, PhD Student, Department of Political Science, University of Toronto

Una Creedon-Carey, PhD Student, Department of English, University of Toronto

Patrick Lorenzo, MSW Student, Factor-Inwentash Faculty of Social Work, University of Toronto

Rebecca Jacobs, MA Student, Department of Geography and Planning, University of Toronto

Nicholas Field, PhD Student, Department for the Study of Religion, University of Toronto

Fatima Altaf, MA Student, Department of Political Science, University of Toronto

Madelaine C. Cahuas, PhD Candidate, Department of Geography and Planning, University of Toronto

Heather Hanwell, MSC PhD – MPH (Epidemiology) Candidate, Dalla Lana School of Public Health, University of Toronto

Elizabeth Davis, PhD student, Department of Social Justice Education, OISE, University of Toronto

Peige Desjarlais, PhD Student, Department of Social Justice Education, OISE, University of Toronto

Angela Michener, MSW Student, Factor-Inwentash Faculty of Social Work, University of Toronto

Christopher Wai, MMSt  (Museum Studies) Student, Faculty of Information (iSchool), University of Toronto

Christopher Boccia, MSc student, Department of Ecology and Evolutionary Biology, University of Toronto

Camille-Mary Sharp, PhD Student, Faculty of Information, University of Toronto

Neil Nunn, PhD Student, Department of Geography and Planning, University of Toronto

Shaniqwa Thomas, M.ed Student, Department of Social Justice Education, University of Toronto
Alison McAvella, MT, Department of Curriculum, Teaching and Learning

Madison Stirling, MMSt (Museum Studies) Student, Faculty of Information (iSchool), University of

Toronto

Celina Carter, RN, Doctoral Student, Dalla Lana School of Public Health, University of Toronto

Andrea Meeson, Research Education Coordinator, Collaborative Program in Resuscitation Sciences, University of Toronto.

Dominique Soutiere, PhD candidate, Department of Physics, University of Toronto

Nicole Stradiotto, MI student, Faculty of Information, University of Toronto

Tania Ruiz-Chapman, PhD Student, Department of Social Justice Education, University of Toronto

Shanelle Henry, MA Student, Applied Psychology & Human Development, University of

Toronto OISE

Paul Matthews, MA Student, Ontario Institute for Studies in Education, University of Toronto

James A. McNamara, MT student, Ontario Institute for Studies in Education, University of Toronto

Ben Losman, MEd Student, Social Justice Education, Ontario Institute for Studies in Education,

University of Toronto
Kaylee Cameron, MA Student, Adult Education & Community Development, Ontario Institute for

Studies in Education, University of Toronto

David Helps, MA Student, Department of History, University of Toronto

Lila Platt, MA Student, Department of Anthropology, University of Toronto

Dr. Giselle Gos, Celtic Studies, University of Toronto

Tadhg Morris, PhD Candidate, Centre for Medieval Studies, University of Toronto

Shea Sinnott, MEd Student, Adult Education & Community Development, Ontario Institute for Studies

in Education, University of Toronto

MattheW Badali, PhD Candidate, Department of Physics, University of Toronto

Iehnhotonkwas Bonnie Jane Maracle, Aboriginal Learning Strategist, First Nations House, University

of Toronto

Nishant Singh, PhD Student, Department of Ecology & Evolutionary Biology, University of Toronto

Brent Wood, Lecturer, Department of English and Drama, University of Toronto at Mississauga

Raina Loxley, MPH Candidate, Epidemiology, DLSPH, University of Toronto

Alberto Garcia-Raboso, Postdoctoral Fellow, Department of Mathematics, University of Toronto

Ann Wilkin, M.A. English, University of Toronto and M.Ed. Curriculum Studies and Teacher

Development, OISE

Tim Wesson, M.Ed student LHAE, OISE

Emily Clare, PhD Student, Linguistics Department, University of Toronto

Linda McNenly, PhD, Visiting Scholar, Department of Anthropology, University of Toronto

Mississauga

Justin Stein, PhD Candidate and Course Instructor, Department for the Study of Religion, University of
Toronto

Shayne A. P. Dahl, PhD Student, Department of Anthropology, University of Toronto

Rastko Cvekic, PhD Candidate, Department of Anthropology, University of Toronto

Jessica Broe-Vayda, PhD Student, Department of Anthropology, University of Toronto

Vasuki Shanmuganathan, PhD Candidate, Department of German and Women & Gender Studies, University of Toronto