Manif-Action: Solidarité Sud-Ouest Lutte étudiante

Please take a look at the facebook event: https://www.facebook.com/events/320340574700221/

Students, Workers, Citizens of the South-West and beyond—UNITE!

On April 14th 2003, Jean Charest’s Liberal Party came to power. Nine years have already passed…nine years of horror stories for Québec and for the South-West.

These past nine years have scarred our neighbourhoods, and Charest’s new Turcot, the biggest wound of all, is yet to come. At least 3 billion dollars will be invested in this botched and out-of-date project. This project means a bigger highway, more pollution and the destruction of affordable housing in a neighbourhood where rental units are more and more rare and more and more expensive.

The Liberal government has not invested enough in social housing and has refused to respect their commitment to build 3000 new homes each year for 5 years. Our need for more affordable housing is real: in the Southwest alone, at least 2600 families spend more than 50% of their income on rent and almost 1300 spend more than 80%.

And finally, the latest attack: a 75% increase in tuition fees over 5 years. If this unjust policy is maintained, university education will become even less accessible and the gap between the rich and the poor will only get wider. Education is a right that should be available to all!

Come and express your anger and frustration! Enough injustice! Enough improverishment! Enough with the widening gap between the rich and the poor!

Friday, April 13th, 4pm
Metro Lionel-Groulx

 

*This event is supported/organized in part by our very own professor, Jason Prince.  He has been extremely supportive of the student strike and this is a great opportunity to show some solidarity all around.

See you there!

SCPA GA – Monday April 17th, 6pm

Hello everyone,

This is notice of our next General Assembly, which will be held on Monday, April 17th at 6pm in the SCPA basement.

Unfortunately we were unable to make quorum this week, and it’s really important that we try to make quorum for our next assembly.  We will have motions to pass from CLASSE congress (to be sent out as soon as we have them), and it would be unfortunate if we sent delegates who were willing to commit hours of their time only to have to abstain from all votes.  These motions should not take too long to discuss and vote on at our GA.  We can prioritize a couple key ones if necessary and vote to table the rest if people are in a rush or unable to sit through a long assembly.

Perhaps more importantly, there is the continuing question of our strike mandate.  It’s essential that we continue to assess the situation as it develops and eventually pass a motion to end the mandate at the appropriate time.  Not only would it be problematic for the strike to simply fizzle out, rather than end decisively, but there are professors in our department who have been very supportive and are following our lead in terms of adapting their course requirements and accepting assignments.  Two examples are Jason Prince and Bertrand Loiselle, who continue to look to the presence or absence of a mandate for guidance and are assessing the situation as it unfolds with regards to their course requirements.  Out of consideration for them and the accommodations they have already made, we need to continue to update ourselves on the situation and make current and collective decisions regarding the strike.

Hope to see you all there.

SCPA GA Update

This week the SCPASA continues on unlimited general strike.

We adopted a motion to join CLASSE (Coalition Large de l’ASSE) and send a representative to their congress each weekend so we can participate as a department in the wider student movement.  Along with GUSS, we are the first undergraduate department at Concordia to join CLASSE.

More information on the exact motions passed will be posted soon.

Classes Tuesday March 27th

203 was cancelled

*There was a fantastic march of 5000 students passing ahead*

301 was moved

The classroom has been disassembled

 

BLOCK TALK

Tomorrow at 2pm-4pm BLOCK TALK, in the street.

We will have a discussion on international student rights, facing administration and each other. and open floor discussion on further action agaisnt state oppression.  

International student Speaker at 2pm

open floor – questions

and 3:30 Advocacy centre spokesperson

open floor – questions

Come out, shout, and block the block. MOBsquad

SCPA on Unlimited General Strike!

Yesterday we voted to go on UNLIMITED GENERAL STRIKE! Thank you to all SCPA students who came out to vote and a big thank you to our CLASSE info team representative. Next week we’ll surely keep the conversation going about umbrella student associations.

Next GA, Monday the 3rd, 6pm.

We’ve decided it’s always nice to meet and eat, so bring some snacky foods, or meal-like foods to share.

A Challenge to Professors

Below is an amazing open-letter written by Jamiey Kelly, a fellow striker in the Philosophy Dept:

Dear Professor, I am writing you to express my concern that I will not be able to complete and submit my assignments for your class. Indeed, I could quickly study and assemble both, but a measure of excellence or precision would surely be missing. More so, while generating this work which would inevitably be insufficient, I will have to abandon the important work and participation that has been constant up until this point. In a way, I am stuck between generating poor work that doesn’t reflect my ability plus I would have to pull back as a lead organizer. I would suggest finding some other way to secure the credit for this course, such as equalizing the grades I have received thus far in your course. This request is simply an attempt to find another way to, at least, demonstrate my commitment and to reason through the potential claims against this position. Below I hope to outline my understanding of the issues. I believe that I can show why engaged students should not be penalized for missing these assignments.

Claim 1: Academic success, as a personal project, is less valuable than justice.

I have heard the sentiment, from a number of supportive professors, that if we care for this issue we should be willing to abandon this small academic success in favour of social justice. Certainly a reduced or failed grade is a small price to pay when cashing a cheque from one’s moral convictions. At face value, and respecting an intuition about distributive justice, this seems to be true. As a person of advantage and privilege, I can reasonably sacrifice some grades, even a semester perhaps, for those less fortunate who after me will accrue almost double the amount of debt. The idea here is that we can’t have our cake and eat it too.

However, academic success creates opportunities to work towards future justice. There is a legitimate fear that a black mark on one’s transcript will reduce a student’s capacity to continue working on important issues related to social justice in various fields, namely a future career as an academic if one decides to pursue it. This point is as significant for the critical geographer or the dancer as it is for the philosopher, and even more so gripping for those with seminar grades hanging in the balance, as these grades most strongly dictate future opportunities for undergraduates.

Students have been placed in a position to choose between academic excellence and moral excellence, and this problem points to a malaise in the classroom and within society in general about interpersonal care and individual goals of securing capital and privilege over one another. Must I choose between my moral convictions or my future functionings? It is clear that we need to question this rigidity within academia, the dull and impractical expectation that students must go through all the regular motions despite the real pragmatic concerns that prevent this from normally occurring. We need to also consider the genuine ends to which academia aims: are we exercising critical thinking skills only insofar as they apply to ourselves, or do we plan on shaping our shared environments, expressing our reasonable outrage at injustice when it occurs and posing those critical questions which carefully consider the intrusion of dangerous politics into existing institutions? Should we not challenge the very fundamentals of systems that perpetuate injustice?

Claim 2: A lack of temperance may be at play.

Perhaps one could argue that we have invested too much in the strike, its organization and its execution. In this frame, our imbalance and immoderate level of activity reflect imprudence rather than commitment, moral flaw rather than moral excellence.

I believe that only the more abstract or foolish normative moral theories, such as deontological or egoist propositions, subtract praxis from the equation of a good morality. With what conscience can a moral philosopher not plug into a popular movement about justice, even if to constantly object and detract from poor judgments and unsteady arguments?

It is worth noting that moderation is difficult to properly attain given the specific circumstances at Concordia. A great number of students have chosen to continue their coursework in spite of the democratically decided decisions of both the student union and a variety of student associations who voted in favour of a student strike. It is the lack of solidarity that has created the condition by which some students have followed the paradigm of business-as-usual, whereas those in solidarity with their peers suffer without even that benefit of knowing that they are all in a similar predicament. Those attending class have, through their inaction, participated in augmenting the already difficult moral dilemma about desert that instructors face.

Furthermore, those actively engaged in the strike are fulfilling the moral duties of both those students going to class and those who ride for free, and thus work two or three-fold to establish a base for the movement. This is to say that the polarity in participation would be less exaggerated if everyone acted on their support, worked to make their voices heard and engaged fully in the process, but this has sadly not the case.

Claim 3: Acting out is a choice. Acting out is construed as a choice whereas following existing protocol to the letter is not seen as an act equally deserving of criticism. I have heard detractors call the strike immature, irresponsible and childish. Dismissing student outrage as excitability or rambunctiousness seems inappropriate. This is so simply because following norms is not mature or rational unless these norms exist for good reasons. For example, sitting through a racist or sexist lecture would be incorrigible, even if leaving it fails to satisfy conventions about good manners or etiquette.

As well, assent to injustice should not be mistakenly viewed as somehow more respectable or decent than mistaken or inappropriate revolt against something to which we should in fact agree. Each instance of moral quandary requires unique judgments, and assuming that the status quo is, by virtue of its dominance, more adequate or appropriate to dictate the right course of action smacks of conservatism. It seems to me that the difference between a good rule and mindless protocol is their respective abilities to respond to the occasional test and demonstrate exactly how they were necessary in the first place.

Claim 4: Misfortune is a result of poor choices.

Involvement in the strike is something that I mindfully decided on; I was not constrained, pressured or forced to make this decision. I knew the potential consequences, I acted with a clear mind and I knew that letters of this sort would need to be later drafted and negotiated. This is a good example of pure, poor option luck. Without a doubt, I knew that active engagement in this issue would not make up for any poor grade I would receive in this or any other course, and so a risk was being taken. I recognize that my participation in this strike has been a choice of my own, however I also see it as seated within the greater context of my personal academic interests of social justice, ethics and feminism.

In spite of making the choice and being responsible for these actions, how can students prove that they deserve remuneration? Well, there are some instances of poor option luck can be easily compensated. Kristin Voigt’s work on the harshness objection comes to mind, in that remuneration is sometimes simple and requires little or no opportunity costs. Indeed, only the professor knows the costs that they are willing to endure, as well as the extent to which they want to or must follow university protocol. As well, a solution seems possible through prioritarianism regarding remuneration and allows a more appropriate response to those in a situation of poor option luck. According to Richard Arneson, “one ought as a matter of justice to aid the unfortunate, and the more badly off someone is, the more urgent is the moral imperative to aid”.

To forget or pretend that students in their final year of university are not already in such a position or privilege or advantage would be daft. Yet it seems like this is the moral impetus by which students on strike are engaging. We identify that the next generation of students coming out of high school will pay almost double what we pay now. More so, by contextualizing all those students who have come before and will come after those striking, we can see that striking students do seem to occupy an unique position among our peers, past and future, in that we are disadvantaged and should be accommodated more so than others. Indeed, this is exactly the position that French universities have taken respecting students and they have provisions in this regard that English universities are missing. Most disturbing in the Concordia context is the threat of failure or academic penalties for disobedience. These threats are a powerful tool of subordination in this instance, and work against all that students and allies have been fighting for over these past few weeks.

This isn’t to say though that professors have not already been acting in this regard over the past few weeks, but extending due dates or eliminating readings is not the furthest extent to which instructors can modify their syllabi, nor is it the extent to which they can negotiate individually with each student given their particular circumstance.

Some professors have expressed that this would be unfair. However, to offer all students the exact same options only make sense if all students are experiencing the same conditions and encountering the same struggles. Equality is important in achieving justice, but it is similarly important that we avoid erasing difference in this quest. Our differences should not be marginalised in the interest of uniformity and streamlining of the process of justice. There may be a dilemma in awarding passing grades to those who have not done required course work; however this requires that the instructor conceives of the missing course work as simply incomplete, errant or irresponsibly abandoned. None of these conditions properly applies to the extenuating circumstances resulting from the strike, especially if an instructor can identify the ways in which their regular semesters have been interrupted, or at least punctuated, by the strike.

One final word on egalitarianism: one could conceive of the ways in which this situation could rapidly be transformed into one of brute luck. The barriers that stand between students and a post-secondary education will conceivably become an insurmountable obstacle for some. It seems that the hikes represent a political act which betrays a commitment to fairness, even if we consider some of the less developed and nuanced egalitarian stances concerning simple resource or welfare distribution. In this government’s warm embrace of neo-liberal reasoning, it abandons a commitment to equalizing opportunities. From this, I reason that we should all attempt to the best of our abilities to support and encourage one another, as well as undermine and foil the methods and “better practices” of organizations (such as the university) and government bodies alike which inhibit these broader goals of fairness.

Claim 5: There are many problems with the movement.

These need to be identified and further discussed, such as the narrow understanding of accessibility, who is already excluded, the theme of nationalism at play, the many beach bums that have ridden the coattails of academic clemency, the movement’s short-sightedness in previous negotiations, its often questionable rhetoric, and the efficacy of constant disruptions that it has come to represent. These issues no doubt need to be addressed, but the problems of accessibility and distributive justice still underpin the movement, and essentially power it towards its goal of fairer and more accessible education.

Regarding the above, I am certainly not asking for a handout but rather a reconceptualised understanding of how this cause is the perfect stage on which moral convictions and academic rigour unfold, and this deserves identification and acknowledgment. If you can be convinced of this, then surely the only work to be done is establishing the extent to which I have been involved in the process of general assemblies, picket lines, letter writing, participating in direct action and composing long-winded, labour-intensive blog and moodle posts similar in nature to this letter.

I will be posting this as an open letter, to aid my peers in their attempts at similar ends and to challenge those who fail to support us. We want to rescue both our academic projects and our system of accessible education. What a horrible moral dilemma, choosing between the two.

Jamiey Kelly Undergraduate in Philosophy at Concordia University, 2012

UN PRÊT SANS INTÉRÊT… Mise en vente du condo du recteur de Concordia / THE LOAN WILL BE INTEREST FREE… Sale of Concordia President’s luxury condo

SCPA GA at 5pm TODAY! SCPA Basement

Concordia Profs Oppose the Privatization of Universities

Concordia Professors Oppose the Privatization of Universities

After reviewing the government’s funding plan and GEOGRADS’ response to it, members of the Concordia faculty have drafted a letter in response to the government. The letter broadens the debate over university funding beyond the issue of tuition hikes.  A major concern of the signatories is the shift in the budget away from public funding in favour of a privately funded model.  They are concerned about the impacts such a shift may have on higher education and research.  Find below the text of the letter or click below if you wish to download a copy.  (english version)  (version française)

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Concordia Professors Opposed to Privatisation of Universities

The efforts of the Charest government to privatize university funding in Quebec have sparked widespread protests.  180,000 students are on strike across the province.  Classroom teaching has ground to a halt at many CEGEPs and universities across Quebec, including the University of Montreal, University of Quebec at Montreal, and much of Concordia University.

Students are at the forefront of an important struggle over public education and its role in Quebec society. As professors at Concordia, we join our voices to those of our students. We call on the Quebec government to revisit the university funding plan and rescind the measures that would further privatize our universities through tuition hikes and increased reliance on corporate funding of research. 

Historically, Quebec universities have been funded by the public on the grounds that society is enriched as a result. With public funding, tuition fees have remained low and higher education has remained accessible.  Under Quebec’s educational social contract, university graduates who achieve success in the labour market keep university costs low for the next generation through their tax dollars.  This arrangement is a crucial part of maintaining a more equitable society in which people have access to health care and education no matter what their income is.  This is what the student movement is fighting to defend today. 

The government’s plan is an attempt to break Quebec’s hard won social contract on education.  The proposed 75 percent increase in tuition fees will undermine the accessibility of higher education.  This is not merely a question of lost earning power for those who cannot afford to attend university.  Universities create social, entrepreneurial, artistic, political and scientific networks that contribute to the productivity of our society.  When access to university is restricted, society as a whole loses because these productive networks are reduced in size and diversity.  Further, since the tuition hike will disproportionately affect women, people of color, and other marginalized groups who consistently earn less, the hike will worsen the economic and social stratification that Quebec society opposes.

The plan also attacks the established role of universities in advancing knowledge for the benefit of society. It expects more research to be funded by private industry, and it urges researchers to commercialize their work.   Research funded by industry privileges short-term and applied objectives with immediate economic benefits and spin-offs.  Many research questions that are important to society will fall off the table.  Since professors draw on their research for teaching, the instrumental nature of industry-funded research will compromise their ability to provide a well-rounded, reflective education that will benefit students over their life-course. 

Finally, the government’s plan will undermine the diverse, broad-based university system that exists in Quebec. It calls for universities to attract an additional $54 million in private donations each year, and it ties significant public funding to a university’s success in enticing private donors. These changes pit universities against one another in a contest for private funding, and shift resources toward the universities with the wealthiest alumnae and corporate connections. Greater inequalities between universities will downgrade the training and infrastructure available to many Quebec students, translating into broader inequalities in society at large. The competition for private donations will also place greater emphasis on university branding at the expense of broader ideals and investments in the quality of education.

The government’s plan to privatize the funding of Quebec universities threatens both the accessibility and the quality of our education system. The broad-based student strike embodies the values of our society by opposing a Liberal agenda to privatize educational funding.  As professors, we lament the interruption of classes and wish to resume teaching. For this reason, we call on the Charest government to end the strike by rescinding the plan’s tuition increases and emphasis on private funding.  In doing so, we stand for the accessible and public nature of higher education that the people of Quebec have long valued and defended. 

Signed / Signée,

Charles Acland, Full-time Faculty, Communication Studies
Gisele Amantea, Full-time Faculty, Studio Arts
Vered Amit, Full-time Faculty, Sociology & Anthropology
Alexander Antonopoulos, Part-time Faculty, Philosophy
Sima Aprahamian, Full-time Faculty, Simone de Beauvoir Institute
Michiko Aramki, Part-time Faculty, Simone de Beauvoir Institute
Kevin Austin, Full-time Faculty, Music
Steve Bates, Assistant Professor (visiting artist), Studio Arts
Ingrid Bachmann, Full-time Faculty, Studio Arts
Max Bergholz, Full-time Faculty, History
Beverley Best, Full-time Faculty, Sociology & Anthropology
Pascale Biron, Full-time Faculty, Geography, Planning & Environment
Patricia Blais, Part-time Faculty, Political Science
Kate Bligh, Part-time Faculty, Theatre
Veronique Bussieres, Part-time Faculty, Geography, Planning & Environment
Paula Bouffard, Full-time Faculty, Études françaises 
Susie Breier, Librarian, Anthropology, Sociology & Women’s Studies
Sébastien Caquard, Full-time Faculty, Geography, Planning & Environment
Josie Caruso, Part-time Faculty, Classics, Modern Languages & Linguistics
Vasek Chvatal, Full-time Faculty, Computer Science and Software Engineering
Jenn Clamen, Part-time Faculty, Simone de Beauvoir Institute
Tim Clark, Full-time Faculty, Studio Arts
Elizabeth Couture, Part-time Faculty, Theatre
Pearl Crichton, Part-time Faculty, Sociology/Anthropology
Daniel Dagenais, Full-time Faculty, Sociology & Anthropology
Ernestine Daubner, Part-time Faculty, History
Valérie de Courville Nicol, Full-time Faculty, Sociology & Anthropology
Diane Demers, Full-time Faculty, Applied Human Sciences
Bipin Desai, Full-time Faculty, Computer Science and Software Engineering
Ivana Djordjevic, Full-time Faculty, Liberal Arts College
David Douglas, Part-time Faculty, The Mel Hoppenheim School of Cinema
Rachida Dssouli, Full-time Faculty, Concordia Inst.for Information Systems Engineering
Martin Duckworth, Part-time Faculty, The Mel Hoppenheim School of Cinema
Ricardo Duenez, Part-time Faculty, Geography, Planning & Environment
Sandra Eber, Part-time Faculty, Mel Hoppenheim School of Cinema
Gilbert Emond, Full-time Faculty, Applied Human Sciences
Laura Endacott, Part-time Faculty, Studio Arts
Alexandre Enkerli, Part-time Faculty, Sociology & Anthropology
Evergon, Full-time Faculty, Studio Arts
Peter Feder, Part-time Faculty, English
Jon Paul Fiorentino, Full-time Faculty, English
Angela Ford-Rosenthal, Part-time Faculty, Sociology & Anthropology
Debbie Folaron, Full-time Faculty, Études Françaises & Traduction
Andrew Forster, Part-time Faculty, Design Art
Barry Frank, Full-time Faculty, Physics
Ariela Freedman, Full-time Faculty, Liberal Arts College
Jim Freeman, Part-time Faculty, Geography, Planning & Environment
Lauren Freeman, Full-time Faculty, Philosophy
Monika Gagnon, Full-time, Communication Studies
Judy Garfin, Full-time Faculty, Studio Arts
Mike Gasher, Full-time Faculty, Journalism
Pierre Gauthier, Full-time Faculty, Geography, Planning & Environment
José Antonio Giménez Micó, Full-time Faculty, Classics, Modern Languages & Linguistics
Maria Graciela Giordano,Full-time Faculty, Classics, Modern Languages & Linguistics
Kevin Gould, Full-time Faculty, Geography, Planning & Environment
Judith Grad, Part-time Faculty, Applied Human Sciences
Peter Grogono, Full-time Faculty, Computer Science and Software Engineering
Alex Guidon. Librarian, Geography
Clara Gutsche, Part-time Faculty, Studio Arts
Sonia Hamel, Part-time Faculty, Sociology & Anthropology
Cynthia Hammond, Full-time Faculty, Art History
Shaman Hatley, Full-time Faculty, Religion
Matthew Hays, Part-time Faculty, Journalism
Sandra Hess, Part-time Faculty, Sociology/Anthropology
Donal Hickey, Full-time Faculty, Biology
Nasrin Himada, Part-time Faculty, Geography, Planning & Environment
Daniela Isac, Full-time Faculty, Classics, Modern Languages & Linguistics
Andrew Ivaska, Full-time Faculty, History
Wilson Jacob, Full-time Faculty, History
Jochen Jaeger, Full-time Faculty, Geography, Planning & Environment
Karen Jensen, Librarian, Head, Bilbiographic Access
Elisabeth Johnston, Part-time Faculty, School of Extended Learning
Randolph Jordan, Full-time Faculty, The Mel Hoppenheim School of Cinema
Clara Khudaverdian, Part-time Faculty, Sociology & Anthropology 
Jo-Jo Koo, Full-time Faculty, Philosophy
Anna Kruzynski, Full-time Faculty, School of Community and Public Affairs
Marc Lafrance, Full-time Faculty, Sociology & Anthropology
Annie Lalancette, Part-time Faculty, Geography, Planning & Environment
Claire Le Brun, Full-time Faculty, Études françaises
Doina Lecca, Part-time Faculty, TESL/ESL
Gordon Leonard, Part-time Faculty, Institute for Information Systems Engineering
Patrick Leroux, Full-time Faculty, English & ‘Études françaises
Sharon Leslie Part-time Faculty, Applied Human Sciences
Jenny Lin, part-time faculty, Studio Arts, Concordia University 
Warren Linds, Full-time Faculty, Applied Human Sciences
Edward Little, Full-time Faculty, Theatre
Krista Lynes, Full-time Faculty, Communication Studies
Jessica MacCormack, Full-time Faculty, Studio Arts
Catherine MacKenzie, Full-time Faculty, Art History
Maria Mamfredis Part-time Faculty, Religion
Erin Manning, Full-time Faculty, Fine Arts & Philosophy
Cynthia Martin, Part-time Faculty, Simone de Beavouir Institute & Political Science
Sheila Mason, Full-time Faculty, Philosophy
Damon Matthews, Full-time Faculty, Geography, Planning & Environment
Rosanna Maule, Full-time Faculty, The Mel Hoppenheim School of Cinema
Ted McCormick, Full-time Faculty, History
Marguerite Mendell, Full-time Faculty, School of Community and Public Affairs
Elizabeth Miller, Full-time Faculty, Communication Studies
Joel Miller, Part-time Faculty, Theatre
Laurie Millner, Part-time Faculty, Studio Arts
Sushil Misra, Full-time Faculty, Physics
Ingrid Mittmannsgruber, Part-time Faculty, Sociology & Anthropology
Mahmood Moghaddam, Part-time Faculty, English
Catherine Moore, Part-time Faculty, Geography, Planning & Environment
David Morris, Full-time Faculty, Philosophy
Frank Muller, Full-time Faculty, Economics
Monica Mulrennan, Full-time Faculty, Geography, Planning & Environment
Annie Murray, Librarian, Philosophy
Viviane Namaste, Full-time Faculty, Simone de Beauvoir Institute
Françoise Naudillon, Full-time Faculty, Études françaises
Roksana Nazneen, Full-time Faculty, Sociology & Anthropology
Donna Nebenzahl, Part-time Faculty, Journalism
Heike Neumann, Full-time Faculty, Education
Ursula Neuerburg-Denzer, Full-time Faculty, Theatre
Mariella Nitoslawska, Full-time Faculty, The Mel Hoppenheim School of Cinema
Lorraine Oades, Part-time Faculty, Studio Arts
Luis Ochoa, Full-time Faculty, Classics, Modern Languages & Linguistics
Olga Ormandjieva, Full-time Faculty, Computer Science and Software Engineering
Luc Otter, Full-time Faculty, The Mel Hoppenheim School of Cinema
Daniel Oxley, Part-time Faculty, Studio Arts
Maria Peluso, Part-time Faculty, Political Science & President of CUPFA
Elaine Pigeon, Part-time Faculty, English
Mike Pinsonneault, Part-time Faculty, Music
Julie Podmore, Part-time Faculty, Geography, Planning & Environment
Francine Potvin, Part-time Faculty, Studio Arts 
Everett M. Price, Full-time Faculty, Political Science.
Genevieve Rail, Full-time Faculty, Simone de Beauvoir Institute
Chellaiyah Rajalingham, Part-time Faculty, Mechanical Engineering
Norma Rantisi, Full-time Faculty, Geography, Planning & Environment
Rabin Raut, Full-time Faculty, Electrical & Computer Engineering
Frances Ravensbergen, Part time Faculty, Applied Human Sciences, Extended Learning, & Community and Public Affairs
Elena Razlogova, Full-time Faculty, History
Erwin Regler, Part-time Faculty, Studio Arts
Rosemary Reilly, Full-time Faculty, Applied Human Sciences
Bill Reimer, Full-time Faculty, Sociology & Anthropology 
Charles Reiss, Full-time Faculty, Linguistics
Shelly Reuter, Full-time Faculty, Sociology & Anthropology
Gerardo Reyes, Part-time Faculty, Geography, Planning & Environment
Christopher Riddle, Full-time Faculty, Philosophy
June Riley, Part-time Faculty, John Molson School of Business
Ted Rutland, Full-time Faculty, Geography, Planning & Environment
Joanabbey Sack, Part-time Faculty, Creative Arts Therapies
Daniel Salée, Full-time Faculty, Community and Public Affairs & Political Science
Carlos Santana, Part-time Faculty, Mathematics and Statistics
Kim Sawchuk, Full-time Faculty, Communication Studies
Scott Chlopan, Part-time Faculty, Education
Tim Schwab, Full-time Faculty, Communication Studies
Gary Schwartz, Part-time Faculty, Music
Laura Shillington, Part-time Faculty, Geography, Planning & Environment
Mahesh Sharma, Full-time Faculty, John Molson School of Business
Frances Shaver, Full-time Faculty, Sociology & Anthropology
Eric Shragge, Full-time Faculty, School of Community and Public Affairs
Geneviève Sicotte, Full-time Faculty, Études françaises
Sherry Simon, Full-time Faculty, Études françaises
Justin Smith, Full-time Faculty, Philosophy
Joseph Snyder, Part-time Faculty, Psychology
Matt Soar, Full-time Faculty, Communication Studies
Marc Steinberg, Full-time Faculty The Mel Hoppenheim School of Cinema
Jeremy Stolow, Full-time Faculty, Communication Studies
Katharine Streip, Full-time Faculty, Liberal Arts College
Mark Sussman, Full-time Faculty, Theatre
Gavin Taylor, Full-time Faculty, History
Francine Tremblay, Part-time Faculty, Sociology & Anthropology
Pouya Valizadeh, Full-time Faculty, Electrical and Computer Engineering
Rachel Van Fossen, Part-time Faculty, Theatre
Panagiotis Vasilopoulos, Full-time Faculty, Physics
Felix von Geyer, Part-time Faculty, Political Science
Jared Wiercinski, Librarian, Music
Ardath Whynacht, Part-time Faculty, Sociology & Anthropology
Valter Zazubovits, Full-time Faculty, Physics
Anya Zilberstein, Full-time Faculty, History
Wei-Ping Zhu, Full-time Faculty, Electrical and Computer Engineering

McGill University Faculty

David Avis, Full-time Faculty, Computer Science
Azziz Choudry, Full-time Faculty, Integrated Studies in Education
Luc Devroye, Full-time Faculty, School of Computer Science
Yuriko Furuhata, Full-time Faculty, East Asian Studies
Jill Hanley, Full-time Faculty, McGill School of Social Work
Michelle Hartman, Full-time Faculty, Institute of Islamic Studies
Adrienne Hurley, Full-time Faculty, East Asian Studies
Thomas Lamarre, Full-time Faculty, East Asian Studies
Sam Noumouff, Retired Faculty, Political Science
Bruce Reed, Full-time Faculty School of Computer Science

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Attn: Professors who wish to add their name in support 

Scroll to the very bottom of  this page and look for ” Leave a Reply” then enter your name, title, and department or the text below in the comment box:

“I, (INSERT NAME HERE) a professor in the department of (INSERT DEPT. NAME) support this statement and oppose the privatization of universities”

Then enter your email and name and hit the “Post Comment” button.

* Additional comments and messages of support are also welcome

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