January 2022 Update- A critical look at education

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Published on Sunday, 29 November -0001 16:00

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January 2022 Update- A critical look at education r1 It's the world's greatest renewable resource ...

January @ SOVI

This photo shows a scene from a protest. On the left-hand side, a sign reads in black paint against a yellow background "Free Education for All." In the middle, a person holds a sign reading "No Fees No Cuts No Debt" in green marker. In the background on the right-hand side an orange sign with blue writing says "Educate. Employ. Empower." Photograph: Ben Stansall/AFP/Getty

FEATURE INTERVIEW

Today is the International Day of Education, and this year’s theme is “Changing Course, Transforming Education.” There’s no better day to highlight SDG #4: Quality Education, and to discuss how this goal and its targets are addressed locally, and internationally.

Grace Ribeiro is the SOVI team’s Youth Chair, and resident student. They work with us through the Community-Engaged Learning program at the University of Victoria, where they're currently pursuing a Sociology degree and hoping to also minor in Gender Studies. Grace spoke with SOVI Communications Coordinator Julie Tierney about their experience as a post-secondary student in Victoria, and how intersecting identities can impact the educational experience.

What’s been your experience as a student, when it comes to the issue of accessible, quality, inclusive education?

It’s hard to navigate accessibility support as a student. I started university not knowing I had a mental health disability, and I was constantly struggling. Before I had supports in place, I was pushing myself to the limit trying to conform to a system that wasn’t designed for and didn’t support me, burning myself out semester after semester in the process. I didn’t know it was possible to access additional support at the university level, and nothing was ever offered to me. It wasn’t until a few years in that my doctor told me there were supports available at UVic, which is when I was connected with the Center for Accessible Learning (CAL).

The biggest thing I’ve noticed is that there’s so much peer support when it comes to inclusivity and accessibility- but that’s mainly where it comes from. It’s from the Student Union, its groups and societies, and students advocating for other students. Without the drive and pushing from students, I don’t think the University would be as focused on those things.

What was it like to navigate the accessibility support system at university?

For me, and many people, it's a long process. It starts with talking to a doctor- which is already difficult since there’s a shortage in Victoria, and seeing campus doctors can take months. Then, it takes time to talk to a doctor to get a referral, then a psychologist to get a diagnosis, then to fill out the necessary forms. It’s tons of paperwork, calls and appointments. You are connected with an advisor, but I only had one onboarding meeting with mine, then I was on my own. Finally, you become registered with CAL. It’s honestly so inaccessible to get your accessibility needs met. Some of my peers struggled with their advisors, or didn’t have the information they needed to get through the process. Again, it was only made easier by having peers to lean on in student-run spaces like the Society for Students with a Disability.

Still, I’m so glad I did the process, and that I had people helping me. Now, I have grants to help me with tuition, and my stress levels are much better now that I have the time I need to do my assignments and tests.

A big issue with this system is that when you’re not registered with CAL, professors may not take you seriously. And even when you do have accessibility supports in place, it can still be a struggle. My friends have had to argue to make sure their accessibility needs are accepted and taken seriously with faculty. So, even when the policy is there, in practice the university might not be fully committed to doing anything about it.

How have you seen the experience of post-secondary education differ for folks, depending on their identities or needs?

The experiences of students are completely different depending on things like race, sexuality, intersecting identities, and even down to majors. It will completely change your understanding of your university. As a student who belongs to different marginalized groups, I feel like post-secondary can feel cliquey. It’s also catered to a white, rich, heterosexual experience. For example, I know BIPOC students who feel uncomfortable in classes because of the stance and angle white professors teach with, who may feel unsupported when they raise issues with it.

Experiences also differ depending on why someone is attending university. For some, it’s an opportunity to get a degree to make good money, and have fun. Others may be the first university students in their families, who are motivated by much heavier and complex things. Without structures to acknowledge and address this, universities are still going to fail a lot of people.

From a sociological perspective, universities try to create a ‘collective identity’ a lot like this country does. You take people with hugely different experiences, backgrounds and identities and try to narrow it down, to give them one identity to gather around, like “Canadian” or “UVic student.” But in reality, that might not exist. It might be because the necessary equity, inclusion and accessibility isn’t there. How could you identify with an institution that you don’t see having your back?

What’s one practice or initiative you think is positively impacting institutions in becoming more effective for learning?

The Society for Students with a Disability - which is part of the UVic Students Union - is amazing. They’ve been educating folks on how university transformations throughout the pandemic actually helped provide better educational accessibility for many. Now, we’re seeing a lot of those things pushed aside, again. They’re bringing awareness to that, and advocating to keep COVID-related initiatives and practices in place for people who benefitted from them. It’s truly my arena, so I appreciate their work.

For you, what would an equitable and inclusive educational experience look like?

For one, it would look like more funding. There’s not a lot of money available for students to support themselves, which becomes apparent in a city as expensive as Victoria during an expensive pandemic. We can’t achieve accessible education while students continue to struggle to pay rent along with tuition. Two, I’d like for my disabled peers to not feel like a burden because they aren’t able to get to school. Students who can’t attend class because of the pandemic shouldn’t feel like they have to choose between their safety and their grades. I also think professors should be trained in gender-based analysis, sexual orientation and gender identity (SOGI) inclusivity, and bystander intervention. There should be a baseline level of training required to be able to teach at universities.

This may be a super negative point to finish with, but I believe education won’t be truly equitable until it’s completely restructured. Academia is inherently isolating for people who aren’t the wealthy, predominantly white men it was designed for. It’s empowering that folks take their negative experiences in school, and use it as fuel to advocate for change, but it can’t all be done from the bottom-up. The ‘best’ most ‘elite’ universities are the most expensive and difficult to get into. It seems like folks today can see how necessary education is, and the opportunities it affords, but there’s still so many barriers. Education is a right- and the current structure doesn’t make sense to me.

CHAPTER NEWS

Happy New Year! The SOVI team is back to work, and we can’t wait to see how our chapter will grow and develop in 2022.

Keep an eye out for updates on our 2022 Unconference, taking place virtually on February 9th! The Unconference will engage nonprofit and international development practitioners in Victoria (and beyond) on the issues critical to our sector. This will be a space to gather, meaningfully discuss key topics, and strategize solutions. Make sure to follow us on Instagram, LinkedIn, or Facebook for upcoming registration and details! We’re looking forward to seeing you soon.

RECENTLY

Key to SDG #4 are targets focused on eliminating disparities in education, and creating educational institutions better suited for effective learning. In recent years, initiatives to decolonize and Indigenize classrooms have emerged nationally. On campuses, efforts to lean away from Eurocentric teaching methods include rearranging classroom structures, pushing for greater Indigenous representation among staff, and collaborative teaching. In November, B.C’s Education Minister acknowledged the provincial education system is colonial, and said the province must focus on better strategies to recruit and retain Indigenous teachers. At UVic, staff is becoming more diverse and proportional to students - though there’s still a long way to go. At Vancouver Island University, representatives admit university may never be fully decolonized, but partnerships, hard conversations, and meaningful engagement with Elders helps advance the success of Indigenous students. Decolonization must be prioritized at lower levels of schooling as well; in December, the Esquimalt Nation and the Greater Victoria School District reached an agreement to collaboratively support Indigenous students and families. It focuses on creating an equity and justice-driven system responsive to cultural needs, values and self-identity. We hope to see educational institutions everywhere recognize their responsibility in this process.

On an international level, education is still facing its “most profound and universal disruption” in history,” according to the Group of Friends for Education and Lifelong Learning. A 2021 report found this generation of students risks losing trillions of dollars in lifetime earnings because of pandemic-related learning losses. The impact is multifaceted: children - especially those in low and middle-income countries - face increased health and safety risks, such as domestic violence and child labour. Unsurprisingly, this isn't affecting students equally. Younger learners, girls, and students with low socioeconomic status and/or disabilities bear the heaviest burden. Recovery response must be targeted, to provide support to those who need it most. Experts suggest the international community must transform to a human rights based approach and completely shift the culture of education. Ideally, refocusing to values of “cooperation, collaboration and solidarity.” The Global Education Coalition agree there must be greater international funding toward education, and specialized Learning Recovery Programs that include parents, families and communities. On one bright note, Professionals in International Education (PEI) report that international secondary education is bouncing back faster than expected, and recent digital advancements provide huge opportunities for transnational education.

WHAT'S NEXT...

• Student Equity Advocates Workshops I Jan 19-Feb 9 I UVic Faculty of Education
  • Join University of Victoria Faculty of Education SEA (Student Equity Advocates) for a series of workshops open to students, faculty, alumni and the community! Subjects include “Inclusivity and Diversity,” “Getting Comfortable With Being Uncomfortable,” and “Toxic Rain in the University Classroom.”
  • For more info: click here.
• Environmental racism: A story of colonization and ecocide I January 26th I RAVEN Trust + Stop Ecocide Canada

  • The purpose of the webinar is to raise awareness on using international law, and specifically a crime of ecocide, to uphold Indigenous rights and environmental protection. Hear stories from the frontlines, centered on environmental racism, the ongoing impacts of colonisation and how it connects with ecocide, the mass destruction of nature.

  • Further info, here.
• Creating Connections Youth Group I January 27th I Quadra Village Community Centre

  • Join a free six-session group for youth ages 12-18, to be part of a supportive space to connect with peers and engage with traditional Indigenous teachings through reflection, mindfulness tools and the land around us. The group will run in person, and there is limited space available, with priority given to Indigenous youth. It will run on Thursdays from 4-6pm starting January 27th!

  • If you are interested or want more details reach Claire: This email address is being protected from spambots. You need JavaScript enabled to view it. or Gordy Bear: This email address is being protected from spambots. You need JavaScript enabled to view it..
• Moving From Men as Allies to Men as Stakeholders I January 27th I BCcampus

  • We’ve had tremendous conversations about women’s roles and identities in society and have made a lot of progress. However, we’ve been missing a parallel conversation for, with, and about men, which is hampering our ability to achieve equality among genders. How do we answer the question “What’s in it for me?” when we engage men and boys around gender and masculinity? Join to learn about how we can unpack these conversations in our circles, communities, and culture.

  • Register here.
• Wellness Recovery Action Plan Group Info Session I January 31st I Society for Students with a Disability

  • The WRAP program is a resource designed to help students cope with mental health challenges. You will create an individualized action plan for maintaining wellness, learning from lapses in wellness, and building upon that foundation for lasting success. This group will be co-facilitated by two trained peers from Mental Health Recovery Partners, South Island over six weekly online sessions.

  • Details and registration, here.

• Climate Migrants and the Global Climate Exodus I February 8th I University of Fraser Valley

  • To mark IDW 2022, the university’s Peace and Reconciliation Centre (PARC), and several academic programs will host a virtual panel event focusing on climate migrants, and global and Canadian implications and responses. The event will be moderated by Dr. Geetanjali Gill, Assistant Professor and Co-Chair, Global Development Studies Program, and PARC Commitment Leader for the Community of Practice on Refugee Crises and Experiences.

  • Find all the details, here.
• SOVI Unconference I February 9th I SOVI BCCIC
  • On February 9th, SOVI will provide a virtual gathering place for nonprofit and international development practitioners to discuss key issues within our sector. The Unconference is a loosely structured event, where facilitators, speakers, and participants mutually collaborate to shape the discussion. Don't miss this opportunity to connect and learn from your peers!

  • Follow SOVI on social media for details and upcoming registration!

IN CASE YOU MISSED IT

• READ | The Martlet: News Unsettled Column
• LEARN | Implementing Inclusion in BC’s Public Schools / BC Budget 2022 Consultation Submission
• WATCH | the global learning crisis- and what to do about it
• PARTICIPATE | UVSS Learning Allyship and Solidarity Book Club
• LISTEN | Leading Equity Podcast
• RESOURCES | Inclusive Support and Education Resources for UVic Students

"The classroom, with all its limitations, remains a location of possibility. In that field of possibility we have the opportunity to labor for freedom, to demand of ourselves and our comrades, an openness of mind and heart that allows us to face reality even as we collectively imagine ways to move beyond boundaries, to transgress. This is education as the practice of freedom."
-– bell hooks

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