Having watched most of the Québec student protests from Ontario, I’ve obviously spent hours thinking about the differences between the Québec student movement and the Ontario student movement. And I've come up with a few theories that I hope to write into something … someday.
Luckily, others have similar questions as I do. Doug Nesbitt, PhD student at Queen’s and the local PSAC president, has done some thinking on this. Here is what he's posted at his blog on the subject. Nothing I write next will be as good as his analysis…
Doug focuses on the role of General Assemblies and how they have helped to build Québec’s movement into what it is today. I agree that GAs have been critical to politicizing generations of students. They have helped to circumvent conservative student leadership and maintain the necessary accountability of those students who “float to the top” of a formal students’ union’s executive.
But I can’t believe that it’s just General Assemblies. While GAs politicize students who attend them, what is the factor getting students in the door in the first place?
At Ryerson, our General Meetings would normally reach 150 students while more contentious meetings may have topped out at 400. At McMaster University last year, thanks to a heavy advertising campaign and the promise of the MOST AMAZING FROSH WEEK EVAAARRRR more than 600 students attended the MSU GA to vote in favour of an ancillary fee hike. It’s hard to explain how this is possible if we look only at the GA model and how it has fueled generations of activists in Québec. These Ontario examples don’t make sense.
I think that the most significant reason for the differences in the student movements in Ontario and Québec isn’t just the decision-making structure, it’s the role of cégeps.
During my time in the student movement, I always found graduate/second degree/college transfer students easier to organize. They came to their new educational tier with baggage: debt from a previous degree/diploma/certificate, experience (sometimes negative) from another degree (and even school) and maturity that grew out of their first round of post-secondary education. They spent more time in the system and were more ready to challenge what they had witnessed in their first educational experiences as being unjust, but not necessarily having the time, opportunity or willingness to act. I found my work to explain the effects of debt, tuition fees, large classes etc. was always easier with these students as they had an experience that we could link the facts to.
Imagine if Ontario’s colleges were full of students who had already done a few years at college? Imagine every student walked into a university already having experienced the soul-crushing bureaucracy of higher education? The context for organizing would be entirely different.
There’s a reason why cégep students lead the strikes in Québec. The dangerous combination of free higher education, a radicalizing movement and participatory democracy blew up into an amazing student strike. And every university student involved in the strike had been introduced to the student movement either directly or indirectly through their time at cégep.
This has to be said: identifying this difference isn’t to say that it is impossible for Ontario students to organize provincially in the way Québec students have. I think it’s critical that if Ontario students are going to figure out how best to carve out their own movement, the right analyses of the differences (and similarities) are necessary to lead to appropriate organizing techniques.
I have a lot more to say about this…and it’s later than I had intended to be up (and I wrote more than I intended to write) but I will flesh this out. I’m interested in feedback too, as always, but especially on this. The history of the student movement (or movements) hasn’t been told well enough…and who better to tell it than those of us who’ve been there.
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