As described in previous posts, the Department of Urban and Inner-City Studies is purposely situated outside of the main campus in Winnipeg’s North End. This is important for a number of reasons that I describe in this article recently published in the journal Pedagogy, Culture and Society.

One of things we explore in the Introduction to Urban and Inner-City Studies course is the meaning of “diversity” in the urban context. We challenge the more common emphasis on ethnic diversity to explore a deeper meaning of diversity and the relatedness of power and oppression.

Students from different ethnic as well as socio-economic backgrounds openly share their personal experiences with poverty, colonization and oppression, as well as privilege.

For example, some students in our classes are refugees who have escaped violence and oppression in their homelands. Others are Indigenous and are experiencing the damaging effects of colonial policies including residential schools and the sixties scoop. Others describe lives of relative privilege and admit to having learned to fear the neighbourhood that they are now studying in.

When we talk about issues like homelessness, it isn’t uncommon for a student to talk openly about their personal experiences of being homeless while another describes their comfortable life in a more affluent neighbourhood. This can be powerful learning for privileged students who are challenged to view the world through a different lens. But it is also empowering for students who live what we discuss in class to share what they know in a safe space where students respect the expertise that comes from their lived experience.

There are many examples of how our pedagogical model is transformative for many of the students who come through our doors. This term has been no exception. Here are a few observations from students as they reflected on the term:

“I’m grateful for having taken this class…Having an open class format was very powerful as everyone came with their own knowledge and experience and I learned a lot hearing what they had to say…It’s been different from my past university experience in a really positive way.”

“I think just being on this campus has taught me so much about relationships and the importance of connecting with people.  I’ve formed personal relationships with some of my peers that have changed the way I see myself, and how I related to other people”

An important part of learning is the revelation that there is much we don’t know about what we think we know. For one student, this was important.

“I took this class because I thought I had a good amount of knowledge about the content that was going to be taught. I didn’t know how off the mark I was going to be….this class has given me an in depth understanding on matters that should be discussed about this city. I learned to look at things from  a different perspective …I got to learn from others’ life experiences.”

Examining urban and inner-city issues through a critical lens isn’t warm and fuzzy work and it can leave students overwhelmed about what they can do.

Each term I learn a lot from the students in class. This comment from a student was a reminder to me of the importance of ensuring that students leave with some sense of hope:

“Over the course of the semester we talked about many complex issues, but I liked that we ended the course with a sense of hope…[there are many] community-led development [initiatives].  They are making change in the community and are helping their members.  I love that.”

Thanks to all of the students in my class for inspiring me and reminding me that there is still some good in this crazy world!