Julio Diaz / Multimedia Assistant
McMaster introduces new iArts program reflecting diversity among artists and the arts with the first cohort of students having started classes this fall
This fall, McMaster University launched their new Bachelor of Fine Arts (BFA) in Integrated Arts (iArts), a level I direct-entry program for students wishing to pursue the arts from an interdisciplinary perspective. The new program allows students to explore the history and theory underlying the arts, from visual arts to performance, media and design and it aims to bridge skills across the arts to provide students with a truly integrated and comprehensive fine arts education.
The program is designed intentionally to explore diversity among people and how this is reflected in the arts by combining techniques, approaches, theories and practices from all domains of the arts. Upper-years in this program will be able to take courses in a variety of artistic disciplines to hone their craft, including classes in acting, devising, drawing, film studies, video production, contemporary art histories, curatorial studies, sculpture, ceramics, painting, mixed-media and printmaking.
The new iArts program also emphasizes a collaborative approach on creating space for both individual artistic expression and exploration of issues in social justice as well as a layered approach to the meanings and histories of the arts on a local, national and international level. It hopes to prepare students for professional careers in the arts by also equipping them with the necessary entrepreneurial skills to enter this broad and competitive field.
This program will allow aspiring artists to build a portfolio reflecting the diversity of their experiences and expertise in a structured yet flexible way, to grow and evolve with the artist.
Students applying to iArts must meet the academic requirements for admission to the faculty of humanities in addition to completing a creative submission selection process. Creative submissions is an electronic submission of the student’s creative work compilation, featuring art they created or developed through their education, at home or in the community.
The art submission may be likened to a portfolio for visual artists or an audition reel for performance artists, but it can also contain works from a multitude of disciplines, as it is not bound to one singular representation of the student’s capabilities.
The iArts has been intentionally designed around the needs of its prospective students. The program’s first cohort of 40 students began classes this past September.
iArts hopes to further develop and expand arts education at McMaster, providing students with a well-rounded and comprehensive experience in a range of disciplines tailored to the student as an individual and as a collaborator. While McMaster is known for excellence in science and medicine, this new program is one that demonstrates the diversity and multi-faceted nature of the school and its students, both current and prospective, and may create more space and funding for the arts at McMaster.
By: Elizabeth DiEmanuele
The Student Success Centre and Graduate Studies have introduced new positions for 2019-2020 to support the academic, personal and professional success of international students.
“Enhancing the experience and academic success of our international students is a shared responsibility, which is why we are excited about creating a campus-wide support network around our students,” says Gina Robinson, assistant dean of Student Affairs and director of the Student Success Centre. “We want international students to know that we all care about their individual needs and are working together to get them to the right services on campus.”
Ana Pereira has supported McMaster’s international students for eight years. In this role, she helps students adjust to their new lives at McMaster and in Canada through transitional services, personal development and the International Student Buddy Program.
“Being an immigrant myself, I understand many of the challenges facing students and love helping them feel comfortable in this new place they now call ‘home’,” Ana says.
Francesca Hernandez joins the team in this role and will focus on establishing campus-wide partnerships that can support and contribute to the development and success of international graduate students.
“We want to ensure that the academic, social and cultural needs of international graduate students are met through new programming and engagement opportunities,” Francesca says.
“We also want to expand promotion of existing programs and services so that students and their families are aware of supports offered by McMaster and the broader community. We want them to enjoy a successful journey in their new country.”
In addition to programs and services, one-on-ones are also available. Andrew Staples, student success coach, will support both graduate and international students with their academic concerns, financial difficulties, transition, and navigation of university life. This position will support students on an individual basis and provide a more seamless support system.
Andrew shares, “We want to make sure students feel supported and welcomed during their time at McMaster, so we are encouraging students to ask questions and share any concerns they may be experiencing.”
Lajipe Sanwoolu, immigration and mobility advisor, can provide immigration consulting from both an inbound and outbound perspective, including international and domestic students who are interested in working in Canada or abroad.
“International students contribute greatly to our community,” says Lajipe. “It is important and beneficial that we continue to provide them with opportunities to contribute and develop themselves.”
International students provide an invaluable knowledge and perspective, both in and outside of the classroom. Lajipe’s role will support developing relationships between international students and employers, providing education about international hiring and dispelling hiring misconceptions.
Appointments with Andrew Staples and Lajipe Sanwoolu are bookable through OSCARplus.
For those interested in collaborating on initiatives to support international student success, email iss@mcmaster.ca.
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By: Neda Pirouzmand
The university has banned the consumption of cannabis on campus, but the McMaster Centre for Continuing Education, Peter Boris Centre for Addictions Research and Michael G. DeGroote Centre for Medical Cannabis Research have combined efforts to pilot a new “Science of Cannabis” program.
Science of cannabis is going to be a three-course program that will meet the needs of health and community professionals, educators, civil servants and individuals with personal interest.
The first course of the program, Fundamentals of Cannabis Science, begins on May 13 and will run until July 21.
Lorraine Carter, director of the CCE, emphasized the evidence-based nature and relevance of the program.
“The fundamentals course is an important introduction to the general history and science of cannabis, and sets the stage for subsequent courses focused on therapeutic interventions and the risks associated with cannabis use,” said Carter. “In all, grounded in contemporary evidence and delivered by McMaster’s leading experts in cannabis research, the program is an exceptional learning opportunity.”
Michael Amlung, assistant professor in the department of psychiatry and behavioural neurosciences at Mcmaster, will be teaching the “Fundamentals of Cannabis Science” course.
As a faculty scientist, his research focuses on cannabis misuse.
Carter saw a perfect opportunity to partner with James MacKillop, director of the PBCAR and co-director of the DeGroote Centre for Medical Cannabis Research, in the creation of the program.
“The CCE is always looking for program ideas that are timely and relevant to adult, undergraduate and graduate students,” said Carter. “With the legalization of cannabis this past October and awareness of the exceptional research in cannabis happening here at McMaster University, the chance to partner with Dr. McKillop’s research team was a natural partnership.”
The CCE offers flexible workshops and courses for students to build upon past skills, obtain a professional designation or pursue new learning opportunities.
These include crisis and mental health training, data analytics and web design.
According to Carter, despite its smoking ban, McMaster should consider pursuing programs similar to science of cannabis in its future.
“More and more students are looking for programs in specific topics and skills areas. Programs that are shorter than a degree such as a three-course certificate and that are offered online are especially appealing,” he said.
Carter explains that online courses garner over 80 per cent of enrollment in the realm of continuing education.
“The accessibility and flexibility of online courses is something that today’s learners value a great deal,” said Carter.
McMaster is following closely behind the heels of the University of Ottawa and Ryerson University in the timely introduction of cannabis-focused education.
Ryerson University launched a cannabis course called “The Business of Cannabis” last year and the University of Ottawa was the first Canadian law school to offer cannabis law courses for the 2018-2019 academic year.
Class sizes for the “Fundamentals of Cannabis Science” are limited and the second course of the program has yet to be revealed.
Depending on its success, the science of cannabis program may add more courses and update content as cannabis news and research develops.
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By: Graham West
Ahmed Shamiya is one of McMaster’s newest head coaches, taking the reins of the wrestling team from Nick Cipriano. Mac’s long-time former coach was a staple of the wrestling program for the past 35 years and was recently inducted into the Wrestling Canada Hall of Fame in January.
Shamiya is one of McMaster’s most decorated wrestling alumni, having helped the team win the Ontario University Athletics Championships in 2015, with many more individual accolades in his decorated career. Still competing, Shamiya most recently placed silver in the 86-kilogram category at the Canadian Senior National Championship in March.
Wrestler Ahmed Shamiya and guard Danielle Boiago are the @PitaPitCanada Athletes of the Week:https://t.co/BhO4POK0Ru pic.twitter.com/k5wShMSTc4
— McMaster Marauders (@McMasterSports) January 16, 2017
Shamiya knows the inner workings of the program and will apply this knowledge to how he runs things, and it will allow him to make the necessary changes to get to the next step.
“I know a lot of the things our program did really well,” Shamiya said “We’re not here just for performance but we’re here to build great people, great student-athletes and a great experience. That’s the ultimate goal. I want to continue that legacy and then just minor tweaks here and there that I think will improve the program or help the student-athletes.”
Cipriano left big shoes to fill after being named the national Coach of the Year four times, and won Mac multiple national championships, but Shamiya’s experience in Mac’s wrestling program means he shouldn’t have any issues taking over.
“It’s a little overwhelming, they’re definitely big shoes to fill, the man is a gentleman and a scholar, and he's done a lot for the program and the school in general,” Shamiya said. “The fact that I’m following him are definitely big shoes to fill, but the fact that he trusts me with the program after all that he's done gives me a lot of confidence.”
Coaching wasn’t always something on Shamiya’s mind, but is something he naturally has the capabilities to excel at because he’s always been a strong leader who was helpful to his teammates. His knowledge of the challenges student-athletes can face is going to be especially beneficial for the wrestling team going forward.
“I’ve always just had a knack for wanting to help others on the team, and I’ve always been passionate about leadership,” Shamiya said. “To be honest, I didn’t really pursue it, the opportunity just sort of fell into place. I feel like it was right place right time…You know what they say, luck is when preparation meets opportunity.”
Even though he is young, Shamiya has been mentored by Cipriano for years, transitioning from one of his athletes to his assistant coach. Although being recognized for his capabilities and earning the head coaching job has presented itself with its challenges, Shamiya is facing all of them head-on.
“It’s such a specific job with such a specific niche that having a mentor is great and Nick has been the best mentor ever, he’s helped me a lot,” Shamiya said. “It’s still a lot to adjust to all at once, although I’ve been enjoying it and embracing it, I think the fact that it all happened kind of overnight and not a slow transition into it was a good challenge.”
Passion and love for what he is doing is not something that Shamiya is short on. His love for wrestling is definitely something that will help the Marauders reach their potential during his tenure as head coach.
“It doesn’t feel like work at all, I’m spending my time doing exactly what I love, helping people that are in a great position in their lives where they’re student-athletes,” said Shamiya. “They have the opportunity to build themselves into something really good over the next few years. It doesn’t feel like work. I’m really enjoying this and it’s the job of my dreams basically.”
Shamiya may be young, but he will no doubt carry on the tremendous legacy that has preceded McMaster’s wrestling team as he himself was on many winning teams. His capabilities as a leader and knowledge of not only the program, but how wrestling itself works, will certainly lead the team on a path to gold next year.
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By: Areej Ali
This past November marked the launch of “Tax-Free Tuesdays,” an initiative proposed by McMaster Students Union president Ikram Farah during the 2018 presidential election.
The pilot project, created in collaboration with McMaster Hospitality Services, entailed offering students a 13 per cent discount at La Piazza during the month of November.
Farah initially created the initiative in effort to promote food affordability on campus.
“Food insecurity is real. The MSU invests in the operations of the MSU Food Collective Centre to offer immediate food support to students,” said Farah in a Silhouette article about the project from November.
With the winter semester coming to an end, McMaster Hospitality Services director Chris Roberts has confirmed that “Tax-Free Tuesdays” project will not continue in the future.
The aim was to have increased traffic flow in La Piazza, which would offset the financial losses resulting from giving students the discount.
According to Roberts, La Piazza did not see increased traffic in November.
“The data clearly showed that our transactions on the Tax-Free Tuesdays were no different than previous Tuesdays ,which resulted in a significant loss in revenue over the course of the pilot,” said Roberts. “This indicates that students continued their usual habits regardless of the discount.”
He cites Union Market’s elimination of their boxed water, suggesting that McMaster Hospitality Services must continue to operate in a financially responsible manner.
As such, the “Tax-Free Tuesdays” project will likely not resurface next year.
When asked for her comment on McMaster Hospitality Services’ decision, Farah did not provide a response to The Silhouette.
There is a lack of clarity with respect to McMaster students’ feedback from the project, including whether or not they believe there was sufficient advertising from the MSU.
Farah and the MSU have also yet to publicly respond to Roberts’ comments and McMaster Hospitality Services’ decision.
“I believe there are other initiatives that we could look at that serve the needs of students who are financially challenged that will not affect our financials in a negative way,” said Roberts.
An example of one such initiative is Bridges Cafe’s new “Cards For Humanity” program, a pay it forward initiative through which students donate to other students.
According to Roberts, students can expect to see various food accessibility initiatives emerge, but “Tax-Free Tuesdays” will no longer be one of them.
By: Neda Pirouzmand
On March 18, Bridges Café unveiled its new “Cards for Humanity” student program.
“Cards” refer to one dollar donations that students can make at checkout in the café. Each donation will go towards a future student’s purchase.
There is a one hundred dollar cap on donations so that funds do not accumulate.
Chris Roberts, director of McMaster Hospitality Services, described the program as user-friendly.
“It’s quite simple. Donate a dollar when you can, or use a dollar when you need it,” he said. “Anyone can donate to the project when purchasing a meal and students can use up to three dollars at a time towards their food purchase.”
Roberts attributes the idea for the program to a McMaster student.
“A student had seen something similar at the 541 Eatery and believed it would be a good way to help students with food accessibility challenges,” Roberts said. “Hospitality Services was supportive of the idea and we have worked hard to get the program elements in place.”
541 Eatery & Exchange is a Hamilton café that uses a pay it forward initiative to give all community members a place at the table.
Café customers can donate a dollar to buy a button, and future customers can use buttons towards their meal.
It should be noted that the program will be funded exclusively via McMaster students, not the university. This may make it less sustainable in the long-term as the successes of the program will be contingent on students’ ability and willingness to donate.
In addition, pay it forward initiatives have the drawback of being vulnerable to abuse.
Students can use cards for humanity donations regardless of whether or not they face food insecurity because there exist no restrictions on program eligibility.
However, Roberts is not focused on those who may try to abuse the system. He maintains that the pilot program’s success will depend on whether it addresses food insecurity and raises awareness for postsecondary food insecurity in Canada.
“There are students who could come and use the program but they don’t because they tell me that they would rather give than receive,” said a Bridges employee named Maggie.
Roberts does not see this initiative expanding in the future as he hopes that the support provided from Bridges will meet the needs of students on campus.
The smooth operation of this program will depend on goodwill. If students do not abuse the program, donations will be allocated towards those who need them the most.
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Statistics Canada data suggests that persons with disabilities, Indigenous and racialized identities are vastly underrepresented in workforces in Canada. To help marginalized students and alumni seek employment, the Student Success Centre launched the Career Access Program for Students, a suite of services offered in collaboration with the Student Accessibility Centre and Maccess.
CAPS focuses on skill building and career development through career advising, strategic goal setting and personal branding. Students also work on creating an employment action plan that is customized to meet their needs.
The program is for students and alumni that identify as persons with disabilities, First Nations, Metis and Inuit persons, members of racialized communities, First Generation students and LGBTQA2S+ students.
Students and alumni can book one-on-one appointments through OSCARPlus, participate through events, or utilize online resources to learn about financial accommodations for students with disabilities, wellness support services, a transit accessibility initiative and campaigns to promote diverse practices.
The SSC also introduced a new position.
Katherine Hesson-Bolton started her position as the diversity employment coordinator in July 2018.
Her initial goals were finding her way around campus alongside first-year students, reading reports, developing a network with faculties, students, campus services and partners and identifying service gaps and needs.
Hesson-Bolton’s role places her in a unique position as a connecting link between McMaster and the greater community.
She regularly meets with employers in hopes of coming away with jobs and opportunities for students while also having conversations around diversity hiring and removing barriers.
She then is able to provide employers with on-campus and external resources, such as ones coming from Pride at Work Canada, to help them address diversity and inclusion in the workplace.
“It’s really about having a conversation with the employer to hear what their needs are, what McMaster students’ needs are, and then finding that fit… So it’s really about relationship building on both sides,” said Hesson-Bolton.
“It also comes back to reaching back to those campus partners, whether it’s student accessibility services or Indigenous services,” said Hesson-Bolton. “I also work a lot with and involve students on campus because it’s really important to get students’ perspective and their feedback.”
Hesson-Bolton also strategizes with employees on branding. Some employers have identified that they want to focus on inclusion, but do not know how to identify and address the needs of new employees.
“You may have employers who will want to hire students with disabilities. And the question back is ‘have you thought about how your workplace is set up? What are your policies, procedures, your staff education, so that the new employee feels included?’,” said Hesson-Bolton.
Hesson-Bolton starts the conversation by discussing meeting the needs of new hires, whether that be identifying the accommodations that would allow persons with disabilities to work, establishing prayer spaces or recognizing that always having social events in establishments that serve alcohol may exclude some individuals.
Hesson-Bolton also has important conversations with students and alumni around disclosure in the workplace and accommodation plans.
She also provides a space for students to talk about their frustrations, experiences with discrimination, while also connecting them to mentors and peers with similar lived experience.
There is a strong need for university services to support students entering the workforce and address the barriers to diversity and inclusion. The CAPS program and the role of the diversity employment coordinator are just getting started.
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Shloka Jetha is a woman who has always been on the move. After growing up in seven countries, the 23-year old has finally settled in Toronto and is pursuing her dream of working with at-risk youth. Part of what appealed to her about the new Professional Addiction Studies program at McMaster Continuing Education is that it’s online, which means she can set her own schedule and study on-the-go when she’s away from home.
But of course the biggest draw is the way Jetha feels the program will complement and expand upon what she learned in her McMaster degree in sociology, as well as what she is currently learning in a Child and Youth Care program at another school. With the goal of someday working in a clinical setting like the Sick Kids Centre for Brain and Mental Health, Jetha believes the more practical information she has about addiction and mental health, the better.
“I’m learning a lot in my current Child and Youth program,” Jetha enthuses, “but for me there is a bit of a knowledge gap that the McMaster Professional Addiction Studies program will help to close. It’s an incredibly complex field, every situation is new, and you need to be able read between the lines and understand the difference between what a troubled kid is saying and what’s actually going on in their life.”
Jetha believes that having the rich background knowledge the Professional Addiction Studies program will provide, and being able to link that information to her work in the field, will help her excel faster. Most importantly, she feels it will make her better and more effective at helping and healing kids in crisis.
“I’m specifically looking forward to gaining more knowledge about pharmacology, but also about other things as it’s difficult to learn on the job,” Jetha says. “I can learn a tremendous amount from the kids I work with, and that’s invaluable experience, but coming to them with a deeper knowledge base will allow me to talk with them about drugs and alcohol in a way I otherwise couldn’t.”
Jetha has been fortunate not to be personally touched by addiction, but has lost friends and people in her community from overdose. She is also familiar with the impact of this complex issue through the volunteer work she has done.
Even though this is an incredibly demanding career path, it’s one Jetha is proud and honoured to walk. She feels the good outweighs the bad and is determined to continue learning and helping as much as she can. The Professional Addiction Studies program at McMaster Continuing Education is uniquely designed to help her achieve that goal.
Applications for Spring term are open until April 29, 2019. Learn more at mcmastercce.ca/addiction-studies-program
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By: Maryanne Oketch
One of the reasons I chose to enrol at McMaster University was for the diversity that the school claimed to offer. Coming from a predominantly white secondary school, I was excited to attend a new school. I was hopeful that I would make connections within my program and maybe gain a support system consisting of people that could relate to the experience of being Black in academia.
When I entered the integrated science program in 2016, I was disheartened to realize that in my year of entry, I was the only student in my program that was Black, alongside two other individuals with mixed backgrounds. Within the week, this dropped to two, as one person switched out. Within the month, it then became clear that the two of us were not just the only Black students in our year, but in the whole four-year program.
This lack of Black peers created a feeling that I had to be the best of the best, and when I couldn’t reach that goal, I would withdraw rather than reaching out. This caused damage to my grades, reputation and relationships with my peers.
It is a well-known fact that there is a disparity between the Black population and our representation in higher education. This gap can be seen more in supplementary-based programs that McMaster offers, and my experience unfortunately is not an isolated one.
Multiple students from different programs stated that the lack of Black students in their programs made them feel like there were few people who could relate to the struggles that come with being Black.
There was also another complexity that I did not consider — the fact that there are more Black women in academia than Black men. One health sciences student, upon realizing that they were the only Black man in their whole year, experienced feelings of isolation.
In addition, a justice, political philosophy and law student was the only Black man in their program, and though he is friends with Black women, he notes that it is not fully the same.
Regrettably, the issues that stem from the lack of diversity do not just have interpersonal effects, but also affect the learning experience. A student in the arts and science program said that there were times when a professor or student would ask a question that pertained to race, and the question would seem pointed at them, the only Black student in their year.
This student can also recall a moment when a professor made a comment about how some students may be used to hearing racist jokes, and then locked eyes with them, creating an uncomfortable situation.
Another former arts and science student had a class where a classmate attempted to defend slavery, and a professor who taught a class about oppression but refused to use the term “racism”. The student states that they never felt challenged by the program, and felt that they had to do the challenging rather than their instructors. This was due, they say, to the structure and instruction of the program being catered to their affluent white peers and not to them.
The catering of programs does not seem limited to just arts and science but can also be seen in McMaster Engineering Society programs. A student within the program switched out after one semester due to the lack of actual inquiry in the program, but a focus on the marks received.
When a peer in their program stated that "the disadvantaged [in Hamilton] aren't doing enough for the more privileged to help them," the professor did not immediately shut down this false and insensitive statement, but instead was complacent. In addition, the structure of the program encouraged students to repeat the same statistics because that is what is needed for a good grade, and not because the students wished to learn more about societal issues.
If multiple Black students in different years and different programs are saying the same thing, there needs to be some sort of change to support these students when they are in the program. I am not suggesting these programs change their selection process, because this lack of diversity is a systemic issue, and I do not have the knowledge to provide suitable solutions to help mitigate the effects.
Regardless, if McMaster strives for diversity and does not have the necessary structure to support the diverse students that they already have, then their efforts are just a baseless claim to obtain more money from a diverse group of students.
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By: Nicolas Belliveau
The news in November 2018 that Doug Ford and his provincial government were ceasing the project to build a French-language university in Toronto and eliminating the position of the provincial commissioner for French language affairs was met with backlash.
However, situations like these aren’t novel. French education and culture have been the target of marginalization for hundreds of years. Ford adds to this long list of discriminatory acts, as his decision to cut services and protections to Franco-Ontarians has underlying anti-francophone sentiment and is a violation of minority language rights in Canada.
But why should we care about this? After all, with just over 620,000 people, the French-speaking community in Ontario makes up just 4.5 per cent of its total population.
Growing up French-Canadian in Ontario, practicing and maintaining the language my ancestors tirelessly fought to preserve has proven difficult. Additionally, the limited number of French secondary schools meant that I had to enroll at an English secondary school — adding to the challenge of keeping my mother tongue.
However, Francophones are still Canada’s largest minority with Ontario home to the most populous French-speaking community outside of Quebec. But most importantly, the French language is a right that is protected by the Constitution and language laws.
This didn’t come easily. Throughout all of Canada’s history, francophones have fought for the right to French education and with Ford’s new agenda, the battle appears to be ongoing.
Merely a century ago, the provincial government passed and enforced Regulation 17 throughout Ontario, which restricted the teachings in French beyond grade 2 and limited French teachings to one hour per day in primary schools. After 15 years of enforcement and prohibiting a whole generation from learning French, the law was finally repealed in 1927.
By ending the project for the development of a French university, Ford is reopening a door into the past that most French-Canadians thought was over. The ideology that once disregarded Franco-Ontarians’ identity and equality is now resurfacing, under the new disguise of Ford’s policies.
And what is Ford’s reasoning behind these radical changes? Although Ford has yet to comment on the matter, government officials have cited the province’s $15 billion deficit as being the motivation for these cost-cutting actions.
However, the cost for the French Language Services Commissioner and the university tally up to a total of just $15 million per year. And as of now, Ford’s government has yet to meet the targeted amount of savings, leaving experts to question whether a thorough program review was carried out.
When looking at these realities, it is hard to believe the government’s narrative of the provincial deficit being the sole incentive for premier Ford’s changes, and not worry about an anti-francophone sentiment underlying Ford’s fiscal agenda.
What’s more unsettling is that Ford’s new policy changes cuts into Canada’s Constitution and the protections and rights of French-Canadians.
The functions of a language commissioner prove to be essential in promoting and protecting a language. Not only do they monitor the government for any infringements upon minority language rights, the French language commissioner acts as a liaison between the provincial government and Franco-Ontarians.
By getting rid of the French Language Services Commissioner, Ford is destabilizing the rights and protections of minority francophones and undermining the institutions that promote one of the ‘supposed’ official languages of this country.
I acknowledge that Ontario is already home to three bilingual universities and that the francophone minorities account for just 4.5 per cent of Ontario’s population. Additionally, I acknowledged that the Ford government has created the position of senior policy adviser on francophone affairs following the elimination of the French Language Services Commissioner.
The realities of the mistreatment of francophones throughout history along with the benefits of the French services and protections that Ford is eliminating would make it illogical for one to not consider this as anti-francophone sentiment. To be idle while the government carelessly partakes in these divisive political tactics is a disservice to our ancestors and to all minorities.
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