I’ve commented many times on this site about the powerful discussions taking place in Urban and Inner-City studies classrooms. This year has been no exception. It really is difficult to explain what happens when you bring together 25 students from diverse socio-economic backgrounds, together to learn in a neighbourhood that continues to be stigmatized, feared and avoided by many in our city. In a neighbourhood where many in the classroom have lived all their lives and have struggled with the effects of poverty, racism and intergenerational trauma resulting from colonial policies that continue to oppress.
I have often thought it would be great to have policy makers, university administrators and others in positions of power to sit in on one of our classes. But I also know that the dialogue would likely not be the same. It takes a while for students to develop the kind of trust required for students to feel safe to share without judgement.
If only visitors could be flies on the wall. Listening and learning, but not disrupting the trusting and open dialogue between people whose paths would otherwise not likely cross.
As a professor, it is both humbling and extremely rewarding to teach in this experiential learning environment. I offer some knowledge to guide learning through a critical theoretical perspective, but the most important learning, and I imagine that which will be longest lasting, comes from the open, honest and respectful sharing that takes place in the ‘circle’ setting that is typical in our classrooms, between students from a broad range of experiences and privilege.
A White student who grew up in a wealthy suburban neighbourhood, captured it this way: “While the readings, powerpoint presentations, and instructor-facilitated discussions in the class have taught me an incredible amount about the root causes of poverty, the most valued teachings I will take away will be the teachings of my peers.”
A young Indigenous student said: “overall this class was very personal for me. I found myself at times realizing the similarities between topics and my family members experiences…this course had a much bigger impact on me than I expected. So much so, that i have changed my major to Urban and Inner City Studies…I feel lucky that I got to be part of a supportive, non-judgemental group of people.”
Another White student from a rural community said this in a final reflection describing what she learned over the term:
I have been struggling to find the words big, and bold enough to reflect on the past twelve weeks I have spent within the walls of this classroom. I walked in on the first day, a 22-year-old Caucasian woman, coming from a home vast with privilege, love, responsibility and ignorance. I have spent the entirety of my life living in a bubble, constructed by my experiences, my culture, and biases passed down from generation. Taking this course has opened my eyes in a way I’m not sure can be adequately described, no matter the ways in which I choose to string together twenty-six different letters.
The moments I have learned the most over the course of the last twelve weeks, were the moments I felt most uncomfortable. I have come to realize that little to no growth is made sitting in the comfort of your bubble. So being asked to step outside, with a fresh set of eyes, and a brand-new perspective has been inspiring to say the least…I have struggled to confront the mentality I held onto for so long, regarding both myself, and the way I viewed my privilege. I never inquired why things were the way they were, I simply allowed it to be a part of my story without realizing the damage it was causing not only me, but the individuals I unintentionally, and often indirectly hurt in the process. Taking these steps outside my warm, comfortable bubble of ignorance was certainly not easy and I found myself in a state of bewilderment more often than I care to admit. The preconceived notions I have spent the last 22 years allowing to fill my brain, all came boiling up to the top begging to be listened to. Pushing those notions aside and allowing for a new narrative to play itself out was terrifying, and I am so grateful for the environment, the peers, and the leadership that has been provided to me throughout this class…During the early years of my life, and all throughout high school, I was never offered the opportunity or tools to be able to see my role in a grand scheme, I was taught to think of my life as normal, average, and ideal. I grew up not realizing that I was blessed to be born to the family I was, in the place I was, at the time I was. There was never a course in school that took the time to distinguish how one’s class, religion, ethnic status, race, or geographical location could play such a monumental role in the long-term life path we would all be sent down. My privilege was never shown to me, nor was it explained how it would affect me once I stepped into the “real world.” I feel grateful for the safe, happy, sheltered life I was given, and looking fondly back at my childhood—but do I wish I was given more opportunities to expand my horizons? Create opinions of my own before my judgment was clouded with other biases? Be filled in on the entire truth of my history? Yes. I absolutely do…
On the last day of class, as students shared what they learned, one Indigenous student reminded non-Indigenous students of their responsibilities moving forward. She thanked her non-Indigenous classmates for venturing out of their comfort zones to study with her and the other Indigenous students at Merchants Corner, and for participating in uncomfortable conversations that challenged their worldviews. But she also said: “we [Indigenous students} have shared with you openly about our painful experiences as a result of residential schools, the sixties scoop, and the continued systemic racism that we encounter everyday in our city. It is now your responsibility to do something about it.”
“That” she said “is reconciliation.”
