By: Eden Wondmeneh
As a first-year student in social sciences, the bulk of my tutorial grade is determined by my participation in discussions. For someone who would rather be restricted to eating at Centro than be forced to speak in public, tutorials are not my ideal environment.
As the fall semester progressed, I noticed that some of these discussions supported learning while others were downright problematic. Speaking to other students in social sciences, specifically students of colour, it was clear that teaching assistants, who greatly influenced whether tutorial discussions were the former or the latter, were overwhelmingly white.
The lack of diversity in TAs is often juxtaposed with a somewhat diverse student group — where students of colour bond over the shared discomfort or hilarity of the awkwardness that settles across the room anytime a ‘hot topic’ like white privilege is brought up.
Discussions about race are often excluded from acceptable topics in an environment that claims to encourage academic discourse, especially when initiated by a person of colour: a fact that aided in my decision to stay relatively quiet in tutorials.
Regardless of their intentions, these TAs are in a position of power where they facilitate discussions about systems of oppression that they themselves benefit from and resultantly teach students through this narrow-privileged lens. If topics of race are not dismissed after a moment of awkward silence, they always seem condescending; what qualifies non-POC TAs to lead these discussions?
I have a friend whose TA explained how common sense differs between cultures using a blatantly racist analogy of African children never having seen a stove thus not knowing that it is unsafe to touch. When called out for their ignorance, the TA’s response was some variation of, “I’m not racist”.
The Teaching in an Accessible and Inclusive Community section of McMaster University’s 2013 TA guide shows that the diversity and inclusion issue in tutorial sessions is much worse than it appears. The university is aware of the power imbalances that are inherent to the limited diversity amongst TAs — they just aren’t doing anything about it.
Despite their ability to recognize that acknowledgment of systemic racism is not enough to let them off the hook, they boldly state that McMaster staff and faculty work “against often invisible systems of privilege and oppression,” without giving TAs any guidance in how to further this effort within their own tutorials. In fact, the guidebook makes it clear that it is naïve to believe that even a well-intentioned TA could use any tips provided to create an equitable space within their tutorials.
To be clear, I don’t think that TAs are intentionally leading their tutorials to isolate students of colour and validate the dominant privileged narrative that exists within our society. I do believe though that the hiring process for TAs is flawed, as it works directly against McMaster’s “fight against invisible systems of privilege and oppression”.
There should be a great number of Black TAs who are able to lead tutorials with a different perspective, engage with Black students and have important conversations about race when the course calls for it.
Aside from increasing the diversity amongst TAs, there should be mandatory anti-oppression workshops and training. It is unrealistic to hope that TAs will suddenly diversify, but it is not unrealistic to hope that current TAs have an understanding of their bias and are able to react to being called out productively — not through cries of, “I am not racist”.
For myself to feel comfortable to contribute freely within these tutorials, I need there to be measures in place for the inevitable awkwardness that ensues when race is discussed and a guarantee that Black children won't be used in racist examples.
We don't live within a vacuum. To create the “inclusive and accessible learning environment” that McMaster desires, TAs need to reflect this inclusivity and accessibility students are meant to find.
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By: Drew Simpson
Over a month of Hamilton Youth Poet’s Black Poet Residency has passed. So far, the residency has taken place at the Art Gallery of Hamilton every Saturday and the weekly residency will continue until May.
HYP is an arts organization that launched in October 2012. The organization’s four main goals are to manifest a community of cultural understanding, offer youth tools to deliver their writing and literary skill, engage youth towards their academic ambitions and to support aspiring artists’ professional development.
Ultimately, HYP empowers young people by offering training as arts organizers and allowing youth to take part in the planning, promotion and facilitation of events. One of these events is the Black Poet Residency featuring Ian Keteku, a two-time national slam champion and multimedia artist, as a key facilitator.
https://www.instagram.com/p/BcsJpE6nKdY/
Although both the organization and event have poets within its name, participants may be beyond the scope of experienced poets. Those who wish to develop their writing skills, editing, computer literacy and even multi-digital processes will benefit from the residency.
“Those interested need not regard themselves as poets or require any prior knowledge of poetry. The residency aims to transcend simply writing poems,” explains one of HYP’s teaching artists, Akintoye Asalu.
This residency is in line with HYP’s focus on youth-focused events coordinated by youths, as it is aimed towards youth writers, performers and creative-minded individuals. As mentioned by Asalu, anyone who is interested in bettering their skills is welcome to attend.
“When our young people can tell and re-tell their histories in the context of public platforms, they are able to imagine and re-imagine their individual and collective identities and become culturally grounded in their own experiences,” explains HYP’s website.
https://www.instagram.com/p/BiXLjB2AIgI/
The residency aims to provide an inclusive and supportive space which allows black youth to express their experiences and explore their voices. Such a weekly residency is necessary in Hamilton, to amplify often-silenced voices while also developing skills and building community. Asalu can attribute the prosperity of this residency as a participant himself.
“Being able to sit down and converse with people who understand the struggles that come with being a [person of colour] motivates me to keep using my art to help our community in as many ways as I can… My only hope is that the healthy dialogue that exists within the residency will spread to the rest of the community,” explains Asalu.
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Poetry and art directly combat the sense of isolation people of colour experience on a daily basis. Especially as they face daily experiences with institutions that were built without them in mind.
Asalu describes how poetry allows him to be the voice for those cast in silence; bringing light to silenced struggles. He also finds poetry as a healthy coping mechanism. Every HYP event puts youth at the center. Therefore, a Black-focused residency, puts Black youth at the center; a position that may be unfamiliar to them.
“I want Black people all around the city to feel comfortable talking about the things they go through on a day-to-day basis without fear of judgment from those around them. It is my belief that in order to enact change, we must first begin with constructive dialogue. Through this dialogue, constructive actions can be taken to improve the quality of life for [people of colour] as a whole,” explains Asalu.
This residency can be the defining moment for many Black youths in Hamilton. Raising their voices, attending to their mental health and finding support in community are never-ending obstacles for black youth. The ability to express struggles and unbox silenced concerns while doing so is a grand goal that when realized makes a positive difference in a young person’s life.
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By: Julia Healy
“Sexually active” is an awkward phrase that many of us only hear in the doctor’s office. It is used in an attempt to bridge the intimate world of sex with the clinical and professional world of medicine, which is not an inherently harmful goal.
What is harmful is that whether or not one is sexually active is often the only question concerning sexual health that is asked during a doctor’s visit. And more often than not the answer is confined to heteronormative, penis-in-vagina penetrative sex between a cis man and a cis woman.
I recently had a negative experience that sums up how the use of this clinical language can lead to misunderstandings and humiliating experiences for LGBTQ2S+ individuals like myself. After having a bizarre 25-day period, I decided to go to the doctor. He told me that a wide variety of problems could have caused this problem. He then referred me to an ultrasound clinic for testing.
At the clinic, I filled out my paperwork and waivers. One form asked if I was sexually active and left no space to elaborate. I had to think about how to answer; I had had sex before, but it was with another woman, so what was this form actually asking about? Possibility of pregnancy? Exposure to STIs?
I decided to check ‘yes’ since I do consider myself to be sexually active and my doctor had mentioned that an STI could be a contributor to my problem.
Once I was inside the ultrasound room, lying on a table in a hospital gown, the technician noted that I was sexually active. She then muttered under her breath that I would need to be to to get a transvaginal ultrasound, while picking up a large internal ultrasound wand.
Not having known that being sexually active in a heteronormative sense was a prerequisite to the procedure, I decided that now was a good time to clarify. I tried to phrase my predicament as delicately as possible, so I emphasised that I had never had penetrative sex before.
The technician became very frustrated and started to interrogate me, demanding me to explain.
I thought that a medical professional who specialized in sexual healthcare would understand my phrasing. I thought that she would at least consider that different people have different types of sex.
Instead I was there, lying half-naked on a table, being yelled at by somebody who did not seem to consider sexual differences. Humiliated, I said in a very small voice, “well… I’m a lesbian.”
The technician’s demeanor instantly changed. She became less aggressive and seemed embarrassed. She left and brought back new paperwork for me and indicated that I should write that I was not sexually active and that I did not consent to the tests that I had previously consented to.
I went home frustrated about being yelled at and ultimately denied the testing that was recommended by my doctor. I decided to follow up with the clinic and while the receptionist was sympathetic and said that they would follow up with the technician, they also defended the clinic’s position by saying, that I was technically a virgin and that I shouldn’t have indicated otherwise.
This entire situation was incredibly uncomfortable for me and it could have been avoided if only the original paperwork had been clear in its questions. If I had space to elaborate on my sexual experiences in the paperwork, I would have and would have spared myself from the frustration of the technician. If I had known that penetrative sex was a prerequisite to the test, I would not have signed the consent form.
However, even with these language changes, the clinic’s penetrative sex requirement is an inappropriate policy. Everyone with a vagina should have access to reliable ultrasound tests regardless of sexual activity. Smaller ultrasound probes that can be used with less discomfort do exist, but unfortunately, not many ultrasound clinics use them. In my city of 600,000 people, you can only gain access to a smaller probe by going to the hospital.
When discussing barriers that lie between the LGBTQ2S+ community and healthcare, it’s not just about blatantly bigoted “bad apples” who refuse to treat queer patients. Barriers are deeply ingrained in the language that is used and assumptions that are made about a patient’s experience.
Barriers include failing to take LGBTQ2S+ experiences into account when designing medical procedures and failing to provide access medical equipment that works for all bodies, regardless of previous sexual activity. Barriers also arise when medical staff are ill-informed about the language that groups use to describe themselves and their experiences, and when this language is challenged in a hostile way.
Sexual health is incredibly important. However, encouraging people to take control of their sexual health only does so much if one’s identity and experiences are not incorporated into our healthcare systems.
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Expand upon your post-secondary studies to discover your pathway to an exciting career in health information. Learn and apply industry standards for the collection, use, and analysis of personal health data. Study information management’s principles and practices for privacy, confidentiality and security, and how these are applicable to health information systems. Learn how electronic information management is revolutionizing health care within service sectors: primary care, administration and research.
As the Canadian health care delivery system evolves, so does data collection, health information usage and analysis, privacy and security, and the integration of information systems.
That’s why McMaster University Continuing Education is thrilled to announce that its Health Information Management Plus Diploma program is now accredited by the Canadian College of Health Information Management (CCHIM). This accreditation means that the program has met the strict regulation requirements upheld by both the certifying body and the Canadian Health Information Management Association (CHIMA), the national association representing leadership and excellence in health information management across the country.
This post-graduate, part-time, instructor-led program is an online learning experience designed by leading experts in the country in consultation with professional associations. Graduates of the program are eligible to become Certified Health Information Management (CHIM) professionals, who are in high demand in a variety of health care settings across the continuum of care and within provincial and federal governments. These professionals will use electronic information management to revolutionize health care.
The CHIM credential is recognized across Canada, and our members play key roles in the Canadian health system, including privacy and information analytics, to decision support and the coding and classification of records.
McMaster University Continuing Education provides its learners with academic programs that are well-designed, accessible, and relevant to the professional field. Programs within health information are designed for learners with an undergraduate degree or college diploma seeking to build upon their prior knowledge and skills.
To qualify for the Health Information Management Plus Diploma (45 units), students must complete all required courses for the program. In agreement with CHALearning, McMaster University Continuing Education students will register and complete 3 coding courses offered by CHALearning. Upon successful completion of the 3 courses, students receive 6 units of study to be applied to the HIM Plus Diploma. All program courses are offered online. This diploma program is accredited by the Canadian College of Health Information Management (2018-2020).
Applications for the winter term cohort open on January 2, 2019. To find out more about admission requirements, please visit mcmastercce.ca/health-information-management or contact us at mcmastercce.ca/contact-us.
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