This week, the CBC reported that
The University of New Brunswick has confirmed that [white supremacist] posters were found on its campus. This comes after posters directing people to alt-right websites were posted on a Maliseet welcome sign at St. Thomas University.
As my colleagues think about how to best address these posters in the classroom, I thought I’d throw some of my own ideas out there, which may or may not prove useful. I’m not teaching currently, but if I were, this is what I’d do.
Directly acknowledge what the posters mean, the specific kind of hateful rhetoric that they further, and the role of that rhetoric across Canada in the present moment. These are not alleged posters; the people on the posters do not appear to be white; there is no confusion about what these posters mean. They have been showing up on campuses and in Canadian cities for years now, so talk about that. Say words like “white supremacy” and “Canadian white supremacists.” Explain that there are white supremacists at UNB and at STU in both the student and faculty bodies. Explain how white supremacy functions systemically in the institutions of settler colonial power — in power structures like Maritime universities.
Talk about the kinds of fears that inform these posters. Talk about the differences between Indigenous and EuroWestern ways of knowing — and about the kind of knowledge that Canadian universities have traditionally valued and protected. Talk about what it means to teach students to value knowledge that originated in Europe over knowledge that originated in the ground under their feet. Read and assign this important essay by the Anishnaabe/Haudenosaunee scholar Vanessa Watts.
Talk about how the beneficiaries of white supremacy and EurroWestern dominance react when they feel beset upon by Indigenous thought and resurgance. Talk about how those fears will increase as we continue to collectively work toward the transformation of entrenched Settler understandings of history and of place. Talk about how white supremacists adopt and distort the discourses of minority groups to reconsolidate their power.
And talk about the CBC article I linked to above. A useful classroom exercise would actually be to unpack that article, which raises all kinds of questions, like:
- Is it responsible to invoke Canadian multiculturalism when the hate speech we’re dealing with is anti-Indigenous? Isn’t multiculturalism itself an extremely fraught concept? How can a Settler Canadian formulation of nationhood respect Indigenous knowledges?
- Do white people really have a right to be here in this territory? What are the checks on those rights? Talk about the pre-confederation (Peace and Friendship) treaties.
- What other signs challenge the claim that Indigenous peoples are “welcome” on these campuses? According to a 1788 report called “Progress of New Brunswick,” the schools in this province were created “with a view of Civilizing the Indian natives and thereby making them useful inhabitants.” How, specifically, have the goals of our education system changed, and is assimilation into Settler Canadian society truly no longer one of those goals? How many UNB and STU departments employ Indigenous people? What percentage of UNB and STU courses are primarily designed to respect and further Indigenous thought? How are BIPOC students to infer, from the all-and-majority white makeup of most of these departments, that they are in fact “welcome”? We (settlers) rip down these signs when we find them, we “investigate,” and we distance ourselves from their hateful messages, but in what ways are we simultaneously complicit in their rhetoric?