Place-Based Policy - Prescription for Healthy Neighbourhoods?

Dr. Jim Dunn spoke last night at the Hamilton Spec to further discussions stemming from the Code Red report of April 2010.  Since then, many groups and individuals have taken notice of poverty within the city, looking for ways to act upon and make Hamilton, “the best place to raise a child.”  We were reminded that poverty in Hamilton has a ripple effect on all of us, no matter where we live.  It inhibits economic growth (if nothing else is of concern), and its self-perpetuating effects are devastating. It is one thing to be poor, it is quite another thing to be poor in a poor neighbourhood with no resources or exposure to networks or careers etc.  This is why we, as Hamiltonians, must care.

It was unfamiliar to hear someone say that poverty in Hamilton is not only unnecessary, unfair and unjust, but also avoidable.  That was a new idea for me.  I’ve always relied on phrases that suggest, “the poor will always be with us.”  Such ideals have taught me to accept my partly impoverished city as such.  This must change. 

So how do we address concentrated neighbourhood poverty?  One suggestion made last night by Dr Dunn (of whose ideas I am paraphrasing entirely) was to introduce Place-Based Policy.  This means approaching the city from the bottom up, beginning with area-based initiatives.  It means delegating responsibility to the neighbourhood level, and focusing on community empowerment.  Thus, one could look within their neighbourhood to address the following:
Physical Capital - When you look around do you see any land, buildings, architecture, streets, heritage, or natural features that are worthy of our attention and seen as valuable? 
Economic Capital - How does business look? Employment opportunities? Disposable income?  Amenities?  Transportation? 
Human Capital - What skills, knowledge, credentials and capacity do you see within yourself and others? 
Social Capital - What are relationships like with each other in our neighbourhood or chosen community?  Can these groups organize themselves?
Cultural Capital - What symbolic goods and knowledge are people associating themselves with?  What place identity and image are people internalizing within their sphere?

As a city, we need to align ourselves with a clear focus.  We need to be more concerned with participation.  We need to challenge our government to be less functional and more holistic.  We need to be willing to evaluate and correct ourselves.  Let’s take stock of the possibilities for Hamilton because,  “Together, we can create a made-in-Hamilton action plan.”

Food Service Workers Serve Up Some Justice

This past Friday members of the SEIU Local 2 ratified a new contract along side McMaster's administration with over 90% approval.  The service employees will be going back to work, knowing that job security threats and the potential to 'casualize' their jobs have been distinguished.  The union's chief negotiator, Ted Mansell, said "It’s inspiring to see the community coming together to protect good jobs for Hamilton’s working families."  Truly, it was encouraging to know many students, faculty and members of the community recognized the importance of making this situation right.

I'm thankful that McMaster, one of the community's largest employers, is following through with their mission to "... serve the social, cultural, and economic needs of our community and society."  I will be going back to class on Monday with a little more trust in the administration's decision making skills.  I will also have much earned respect for the people who keep us nourished everyday on campus.  They are teachers in their own right, as this has been a lesson learned.  Let's hope future 'food fights' stay inside the cafeteria.

Beyond the Picket Lines

"To whom much is given, much is required."

How disappointing it is, as a student, to find that the leaders within the education system that have been thought of respectfully, can be found setting an embarrassing example to their students and the entire city of Hamilton.  I'm referring to the present conflict between the food service workers on campus (members of the SEIU Local 2) and the university administration.
When I first heard that these workers were picketing, I thought I would hear both sides of the story before having any personal convictions about it.  Unfortunately, after contacting both the food service employees and the administration personnel, I have only received responses from the picketers.   Borrowing lyrics from Alison Krauss, "You say it best, when you say nothing at all."  Thus, I am regretfully only capable of telling one side of the story at this present time.
As I understand it, the university administration is responsible for attempting to change the job security language within the worker's contract which will ultimately allow for their position to be replaced by 'casual employees.'  This means that the many single mothers who depend on these jobs to support their families, could look much like the rest of Hamilton - living below the poverty line, scraping by on social assistance with no way out.  I cannot comprehend how in such financially insecure and jobless times, the administration could conceive of adding to the enormous demand already faced by Hamilton, which includes creating jobs that pay a proper living wage.  This is detrimental to our local economic climate as it creates a larger gap between the have's and the have-not's.  I am ashamed that the university I belong to would succumb to old-school greed, instead of setting a new standard that the city desperately needs.

Photo by Diego Mendez, taken from Rabble.ca

I hope my next blog post will be celebrating the wise and appropriate decisions made by my university administration to reconsider the rotten bologna they are trying to feed all of us, (which our beloved food service workers would never do.)

The Culture of Education (Part 1)

- The Girls of Wellesley College, 1953

"Q:Who knocks at the door of learning?
A: I am every woman.
Q: What do you seek?
A: To awaken my spirit through hard work and dedicate my life to knowledge.
- Then you may enter here, all who seek to follow you."

Although far from being a 'Wellesley girl', I am a student, and a fortunate one at that.  I think of those in my own community who will not receive a traditional ‘education‘ due to financial reasons, family dynamics, or feeling ill-suited for the task.  As I examine my daily practices of school, I certainly don’t take it for granted.  Having said that, I’d be lying if I said there weren’t rituals within campus life that make me want to fall on a sharpened pencil and never recover. 
This blog is one that seeks to explore the everyday practices that make up a particular space.  Therefore we must look at some within the school system.  I'm starting with the most basic practices of everyday school that I struggle to understand, such as:
The school schedule.  I have certain classes at 8:30am, followed by a few hours of nothingness, followed by classes that finish at 9pm.  Other days, I have two classes back-to-back with 10 minutes in between them.  This makes for excellent sprinting exercises as these classes are conveniently located at opposite ends of the campus. Thus, I can be found stomping over fellow students two-and-fro with my heavy books in hand.  This scenario does great things to help me mentally prepare for my next lecture as I enter it huffing and puffing, while trying not to disrupt the brown-noser’s that always manage to get there before me.  I could also do without the 3 hour line-ups to finalize my OSAP payments at the beginning of each term. 
So why do I bother?
As Katherine Watson would say in Mona Lisa Smile, I bother because, “Not all who wander are aimless, especially those who seek truth beyond tradition, beyond definition, beyond the image.”   Thus, I wander there within.  I put up with the culture of education because I hope I might find something of great use within it.  When I’m making my way to school I see the city that surrounds me and I want to know where I fit into it.  Who are my people?  What can I do?  How do I help?  How am I harming?  I’m here because I’m looking for answers.
Of course there are aspects of school culture that sincerely delight me.  These would include the ‘A-Ha!’ moments of learning new ideas, or speaking personally with a professor that I admire, or bearing witness to the funny comment made by the kid in lecture who enjoys raising his opinions over his 400 fellow classmates.
When I think of what is to follow earning my ‘piece of paper’ I have no resting place.  I don’t believe university promises me anything by way of receiving a job.  This concerns me because I have more debt than I do assets.  I live with my mother.  I currently have no job, no boyfriend, no plans for marriage and children.  Quite the resume I’d say! 
In all of my classes I'm told to think critically.  I do not exclude thinking in such terms about the very space in which that is taught.  If I gain nothing else from my education in university, I hope to contribute to my sphere of influence the practices that invent educational space.  Isn't it time we came up with new learning practices?