Intolerance in the Classroom in the wake of the terrorist attacks in the United States

Audrey Kobayashi, Queenís University, Kingston, Ontario, Canada K7L 3N6

kobayasi@post.queensu.ca

Following a tragic or violent event, such as those in New York and Washington, everyone is experiencing degrees of sadness, loss, outrage, but also compassion and caring. It is often the case, however, that feelings of discrimination, intolerance, and even hatred, rise more quickly to the surface than they may at other times. Even the compassionate response to tragedy can very easily be channelled only to those with whom we feel most comfortable, resulting in a reinforcement of who ëbelongsí. It is at such times that we need to take special care to ensure that the rights and the feelings of everyone are honoured. University faculty members and teaching assistants need especially to consider the fact that the classroom may be a more volatile place than normal, and one in which it may be more difficult to contain emotions. In the past several days, a range of materials have been circulated to help people through these emotional times. At my university, we have also had several incidents of verbal attacks against Muslim people that have been very disturbing for some of our students. This list is intended especially to provide suggestions that may help in ensuring an inclusive and comfortable environment at all times.

1) Be especially concerned for the students in class who come from communities (in this case Muslim communities and those with roots in predominantly Muslim countries) that are under attack in the larger society. Such students may have a great deal going on in their lives right now, and they may already have experienced verbal, or in extreme circumstance even physical, attacks. Most of them have already experienced racism long before September 11, 2001. Take note also that attacks are being directed a range of people of colour, especially those with backgrounds in the Middle East and South Asia, who are not of Islamic background.

2) In the classroom, think very carefully before speaking. You may be more emotional than usual, which is why your opinions must be carefully measured.

3) Recognize that you have power and authority, and that your words will be taken seriously.

4) Members of the your classes will all be more emotional than at other times, and they may interpret your words differently than at other times. Be very careful when broaching subjects that may be interpreted in diverse ways. Do not assume that any topic is neutral.

5) Be prepared to defuse difficult situations between class members if necessary. Let your classes know where you draw the line between acceptable and unacceptable behaviour, and talk to them about the need for respect regardless of differences.

6) Historically, one of the major ways that human beings have justified actions that are out of the general order of things, such as acts of war and other violence, is to draw a close circle around those regarded as friends, and to de-humanize those regarded as enemies. Whereas it may not be the case that we go to the extreme of mounting violence against others, it is very easy to draw that circle in subtle ways that include, exclude, and create boundaries. Think about how the social environment of the classroom is part of this process.

7) Be very careful about language. Do not, for example, use the term ëArabí unless you are referring to those people who live in and are citizens of the Arab states. Never refer to Canadians/Americans of Arab or other background as anything other than Canadians/Americans, regardless of where they or their ancestors may have been born. Language that may seem neutral to you may be viewed as inflammatory to others. Even subtle and well-intentioned inaccuracies in language can have a strong effect in creating stereotypes. Pay attention also to body language, your own and that of others, which often says more than words, but can vary significantly in different cultural contexts.

8) Recognize that in a multicultural country such as Canada/the United States, students will come from a wide variety of backgrounds. We have an obligation to honour that diversity, and to conduct classes in such a way that we do not present a dominant or normative view of what is ëCanadianí/íAmericaí. Be especially attuned to language that may create a sense of difference or otherness for some members of the class. For example, when you use the term ëCanadianí or ëAmericaní, given the context, will it be interpreted in an inclusive manner?

9) Jokes that make reference to ethnicity, 'race', gender or other attributes that mark difference are simply unacceptable, on the part of either the instructor or student members of the class.

10) Never direct your questions or comments to individual students or groups of students in the class, or expect that they will represent a certain background or constituency. Let your class members know that they all have equal rights to speak up, but that no one should feel a responsibility to speak because of his or her background.

11) Conduct your class in a way that makes clear that recognition of cultural diversity is a normal part of life, not something that you go to special pains to ëaccommodateí. Do not assume, for example, that Christian holidays and practices should have any more importance than those of other faiths.

12) Whereas it can often be helpful for people to share personal stories or to express strong opinions in class, and for you to do so as an instructor, avoid creating inflammatory situations, or situations where emotions are likely to get out of control.

13) Have serious and detailed discussions with your teaching assistants. Make sure that they understand all the issues, and they are prepared to provide emotional support to students where necessary. Make sure that teaching assistants are well aware of the situations in which they should seek assistance, from yourself or from an appropriate office on campus.

14) Ask yourself very seriously what your biases are and how they might affect the way you conduct class. What are the assumptions that guide your pedagogy? Who is included and who excluded or marginalized? We all have biases; learning to overcome them can be a most rewarding experience.

15) Examine your course content. Is it balanced? Does it provide for a variety of views and standpoints or does it invoke a normative vision? Are your examples inclusive and diverse? Do you draw on the work of international scholars?

16) It is sometimes necessary to go beyond simply non-discriminatory or non-racist approaches, to take a proactive stand that is anti-racist. Anti-racism involves asking critically questions and breaking down normative structures and assumptions, especially assumptions that legitimize a dominant group and treat those who are not part of the dominant group as 'others'.

17) Kindness, consideration and respect, although expressed in different ways, are universal means of valuing diversity, overcoming discrimination and improving human relations.