Category: socio-cultural issues

Today, Canadians mark the 24th anniversary of the day that a gunman walked into the campus of the École Polytechnique in Montréal and carried out a brutal massacre that left 14 women dead, and another 10 injured. Like the numerous school shootings that have followed in the intervening years, both in Canada and in the United States, the gunman’s actions demonstrated a shocking level of violence and callous indifference to life, though what made the École Polytechnique massacre unique was the gunman’s explicit hatred of the gender of his victims. His suicide note, which was only released to the press months after the incident, clearly revealed the anti-feminist reasoning behind the attack: “Would you note that if I commit suicide today it is not for economic reasons…but for political ones. […] Because I have decided to send the feminists, who have always ruined my life, to their Maker […] I have decided to put an end to those viragos.” It was revealed, too, that the perpetrator had been previously rejected from the École Polytechnique, and especially resented women who occupied fields that had been traditionally dominated by men, such as the numerous young female engineering students who were the casualties of his assault.

The Montréal Massacre left an indelible mark on Canadian history, and sparked national conversations about gender violence. The national day of commemoration—known as the Day of Remembrance and Action on Violence Against Women—recalls the tragic deaths of these 14 women in order to bring attention to a variety of forms of gender violence, from domestic violence to sexual assault, from workplace harassment to the murders of sex workers.

As a scholar who studies sexualized and gendered violence, the École Polytechnique massacre has always held a particular professional interest for me. As a young female academic, however—now around the same age as many of the victims were at the time of their deaths—I find myself inevitably reflecting on the legacy of gender violence that still haunts post-secondary institutions in Canada, a legacy that directly impacts the lived experiences, as well as the professional pursuits, of both myself and my female colleagues. While this is a subject that should merit reflection at any given time in discussions of post-secondary education, literary production, or intellectual life, this particular historical and cultural moment has been saturated with incidents that have renewed and intensified the discussions around gendered oppression, unequal representation, sexism, and misogyny. This September, at Saint Mary’s University in Halifax, and at the University of British Columbia in Vancouver, undergraduate students at frosh week events participated in chants that made light of the rape of underage girls. Weeks later, Canadian writer and instructor David Gilmour stirred up controversy when he declared that he “[doesn’t] love women writers enough to teach them, that if [students] want women writers, [they can] go down the hall. What I teach is guys. Serious heterosexual guys.” And, perhaps that which is most unsettling and representative of the legacy of December 6th, over the past six months, a series of sexual assaults on female students at The University of British Columbia has served as a reminder that aside from the intellectual or social forms of oppression, there are ongoing violent physical assaults perpetrated against students on the basis of their gender.

And so, on this day of remembrance and action, I sit with the following questions: what are the ways in which female students and scholars still face gendered violences or oppressions? In which spaces, and by which means are these violences enacted? How are women made to feel unsafe, unwelcome, or devalued? 

I have had the strange feeling, at times, that because women are not currently being murdered on our campuses, and certainly not targeted in mass murders, that it is easy to believe that they are safe and welcomed into institutional spaces. It is easy to believe that if women comprise 50-60% of the post-secondary student population, if they are occupying spaces in classrooms, in offices, in workshops, at conferences, presidential positions, and on athletic teams, that they are not under siege. But perhaps the greatest disservice of the legacy of the December 6th massacre is precisely to ignore the myriad ways in which women’s safety or welcome in academia continues to be compromised, not only physically, but emotionally, mentally, intellectually, and spiritually. Too often, I have spoken with students and colleagues who have a spectrum of stories to share, whether they are about being silenced in the classroom, being made to feel uncomfortable in social spaces, or being subjected to outright sexual harassment and belittlement. Whether it is a pregnant faculty member whose body has been appropriated for public commentary at a conference, where fellow scholars elide her intellectual contributions, a graduate student who is assaulted by her classmate, an instructor who is sexually harassed and objectified by her student, students who are subjected to hearing rape chants, or any number of female scholars who are called “passionate” instead of “compellingly argumentative”, who are patronized, patted on the head, and shrugged off. Queer women, trans* women, and racialized women face further marginalization and oppression within these spaces. The stories of violence, of dehumanization, of humiliation, of frustration, of belittlement are seemingly endless.

I’ve said it before, and I will say it again: some of the most egregious acts of oppression occur within the institutional and social spaces we have often considered to be the most sacred, the least likely to be sites of violence. We cannot continue to be surprised that such incidents occur in academia, as if somehow our educational spaces are immune from the problems that plague the rest of society. We cannot continue to label inequity, casual misogyny, and violence as “isolated incidents” on our campuses.

I have to break my composure here to admit that at times, I am very frightened. I am frightened about the state of higher education and its social and institutional policies and practices regarding gender. I’m frightened that our sisters in the United States, who are filing Title IX complaints, are having to fight tooth and nail against administrations that covered up numerous sexual assaults and rapes. I’m frightened that sisters like Malala Yousufzai are under threat of death for even pursuing education. I’m frightened for many of my colleagues, with whom I have conversations about the incredible frustrations they have faced on the basis of their gender. I hear the stress, the sleepless nights. I hear the righteous anger. I’m also frightened for my students. I want them to go through their educational careers unscathed. I want to them to maintain some of that idealism, to pursue their goals, to thrive. I want them to feel as though they have voices in their classrooms, and that their ideas will be judged on their own merit alone, rather than on the gendered (and sexualized and racialized) bodies from which they spring. I’m frightened for myself. I have days where I am incredibly skittish and fearful on my campus. I sometimes sit in the common room where I was assaulted, and I feel unbearably sad that a place where I now experience so much joy and connection with colleagues is also a place where I once felt utterly petrified and helpless.

But I believe that change is possible. I see it happening. There are so many absolutely incredible acts of activism that are being undertaken for women’s rights in academia and in intellectual life.

Following the rape chants at SMU and UBC, numerous campus activists, with support from the community, and from many faculty members, have organized rallies and and community events to address sexual violence on campuses, to petition school administrations, to call for more safety initiatives. At Carleton University in Ottawa, a team of activists have finally secured support and funding (after a nearly seven-year fight) for a sexual assault centre on campus. And these initiatives are not limited to oppression on the basis of physical violence. For instance, for the past two years, CWILA (Canadian Women in the Literary Arts) has undertaken a count that documents gendered representation in literary arts and literary publications; their timely work seeks to address the gender gap in Canadian review culture, and to create strong critical communities and alliances for female scholars, critics, and writers working in Canada.

And beyond these larger acts of solidarity, I am grateful, each day, for the sisterhood and solidarity that I have found. Brave women, phenomenal women (as Maya Angelou might say!), women who remind me not only of how hard-won our places in the ivory tower have been, but also of the contributions that we are making. These are the women with whom I collaborate, who I learn from, whose shoulders I cry on, whose laughter I share, whose sorrows I share, whose words I treasure.

But ultimately, today, I am thinking of the fourteen women who were murdered on that day in 1989. I think of Geneviève Bergeron, Hélène Colgan, Nathalie Croteau, Barbara Daigneault, Anne-Marie Edward, Maud Haviernick, Maryse Laganière, Maryse Leclair, Anne-Marie Lemay, Sonia Pelletier, Michèle Richard, Annie St-Arneault, Annie Turcotte and Barbara Klucznik-Widajewicz. I think of how, in their memory, I must never take for granted what it means to be a woman, a student, a feminist. I sit with sorrow for their lives cut short by cold-blooded violence, with sorrow for the knowledge that for so many, the threat of violence is always present, by virtue of the bodies we inhabit. I think of their families. I think of their classmates, those who survived.

Much has changed in the past 24 years, but much has yet to be done. We must ensure that the deaths of these fourteen women was not in vain, and that each day we bring their legacies alive again through our desire to make our places of education also become places of refuge and revolution.