Speak On It Series
Through the knowledges, experiences and stories of a series of invited speakers, “Speak On It” will provide a space for staff, students and faculty – particularly those who identify as Black, Indigenous, and racialized– to come together to learn from each other, discuss the urgent questions and discover the necessary strategies for transformation of higher education and more broadly society.
“Speak on It” aims to not only further build the community of scholars, students and staff who experience marginalization at Queen’s, but also to offer participants the opportunity to share space with a range of everyday intellectuals who will offer insights on the various ways in which they are navigating unique barriers and challenges related to racism, white supremacy and interlocking forms of oppression inside and outside the academy.
"Speak on It" will be offered as a series of lunch hour sessions at least 4 times per academic year.
- February 2021: Black mental health with Kattawe Henry
- April 2021: Navigating Racialization in Childhood with Roots and Wings. Register here: https://bit.ly/3b7aOro
21 Days of Inspiration for March 21
Every March, we will focus our attention on March 21: The International Day for the Elimination of Racial Discrimination by highlighting 21 pieces meant to inspire and strengthen communities in the struggle against racism and other forms of oppression.
Understanding Each Other: Perceptions of Accent and Authority Among Classroom Instructors At Queen's University
The Human Rights office in collaboration with the Public Service Alliance of Canada Local 901 (PSAC 901) and the Society of Graduate and Professional Students (SGPS), presents here the results of research aimed at determining if and how educator's accents affect teaching experiences at Queen's.
The research was conducted through an online survey, Understanding Each Other: Perceptions of Accent and Authority Among Classroom Instructors At Queen's University included questions about whether you believe accents affect instructor authority, whether you believe you have an accent (i.e. a manner of speaking that is significantly different from the local manner of speaking), whether you have experienced positive or negative reactions to your accent, whether you feel your authority in the classroom or teaching evaluations have been affected by your accent, etc. As part of the survey we also invited participants to submit anecdotal experiences on teaching with or without accents at Queen's. The survey was completely anonymous and was open to all educators at Queen's University (i.e. educators with or without an accent).
Included below are the findings from a research project on accent and authority among classroom instructors at Queen’s University. The research project began in 2009 and concluded in 2015. Included in this research project was anyone who had teaching responsibilities in an academic department at Queen’s University.