MEDIA & POLITICS HOW DIGITAL TECHNOLOGIES SHAPE OUR PUBLIC SPHERE - MCGILL UNIVERSITY
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Media & Politics How digital technologies shape our public sphere Media and Politics (POLI 424) Department of Political Science Special Topics in Communications Studies (COMS 491), Department of Communications Studies Prof. Taylor Owen Office Hours: Thursday 3-4:30, Zoom taylor.owen@mcgill.ca Winter 2021: Jan 7 - April 16 2021 Tu/Th: 4:05pm – 5:25pm Online This course will explore the politics of our contemporary digital landscape. It will track the evolution of the digital media landscape from the early internet to the social web, through to how today’s digital infrastructures shape the public sphere and the social, economic and political interactions that it facilitates. Digital media and online platforms, once celebrated as a democratic good for giving voice and representation to those excluded from the public sphere and from political processes, have increasingly come under scrutiny for how they can also intensify social and economic inequality, amplify political divisions, lower the character of our civic discourse, and even undermine democracy. Like other technologies before them, digital media are profoundly political -- they are developed, shaped, and used according to specific social, political, geographic and economic conditions. At the same time, digital media are powerful sociotechnical agents which reshape publics, politics and the governance of society. At the end of this class, students should understand and critically engage with this reciprocal relationship between media and politics, including the central debates, controversies and issues that shape the contemporary digital landscape. Students will be trained to present, comment and write critically about the power, politics and governance of digital media. Learning Objectives • To highlight critical perspectives in the current debates around the influence and power of digital technologies. • To understand the history of the Internet, and its evolution from a decentralised ecosystem to the current platform economy. • To demonstrate in discussion, writing, and presentation an informed understanding of how digital media shapes politics. • To engage critically with a broad interdisciplinary literature These outcomes will be demonstrated through weekly discussions and assignments, a midterm take home essay, and a final exam. Active participation is mandatory.
GENERAL INFORMATION Professor: Taylor Owen Email: taylor.owen@mcgill.ca Teaching Assistant: TBD Office Hours: TBD Required text: All course readings will be available on MyCourses. Grading Breakdown Weekly dialogue attendance: 10% Response pieces (6): 30% Midterm Essay: 20% Final Exam: 40% Note about course format: This is obviously not a normal year. I know that online classes are hard for everyone. We are all learning as we go. I wanted to give you a quick rationale into how I have restructured this course. First, I have cut the number of mandatory readings substantially, and instead included a longer recommended reading list. Because the reading is lighter, I expect it all to be done. Second, I will be posting a weekly pre-recorded lecture. I know you are all spending a lot of time online, so want you to be able to watch or listen to these when the timing is best. These will either be lectures with slides, or audio only podcasts. Third, I will be devoting our thursday “class” time to discussion groups. My rationale is that one of the things missing from all this online life is group discussion, so I’ve decided to prioritize it. At these sessions we will discuss 3-4 issues raised by the readings and the lectures. I understand if you are not able to make these sessions. If you would prefer to not attend, you can instead submit short one paragraph responses to the discussion questions. These questions will be circulated on Tuesday, and the written response will be due end of day Thursday. For assignments, you will be responsible for 6 weekly assignments on the weeks of your choosing, a midterm take-home short essay question, and a final exam. SCHEDULE OF COURSE READINGS AND LECTURES COURSE OVERVIEW Thursday, January 7th: Introduction to the course structure. The short first class will provide an introduction to the syllabus, grading breakdown, and course format. PART 1: The Evolution of Media & Digital Technologies
WEEK 1: TOPIC INTRODUCTION Lecture 1 posted online: Introduction and background on approach to course themes of media, politics, and technology governance. Tuesday (Jan 12): 4:30-5:15: Discussion of first lecture NOTE: Please start Week 2 readings WEEK 2: FROM THE EARLY INTERNET TO THE SOCIAL WEB DISCUSSION GROUPS Group 1 and 2: January 19th 4:30-5:15 Group 3 and 4: January 21th 4:30-5:15 LECTURE The Internet was born out of a confluence of government research, military funding, entrepreneurialism, and brazen ideological optimism. In this class we will discuss the history of the Internet, from the hackers who imagined personal computing to the rise of some of the world's largest and most powerful technology companies, whose products were said to take the power of publishing and broadcasting away from established institutions, to provide individuals with the ability to speak to and report on the world around them, to enable a new form of collective action that would radically reshape global politics. READINGS Mandatory: Barlow, 1996. A Declaration of the Independence of Cyberspace. Clay Shirky, 2011. “The Political Power of Social Media: Technology, the Public Sphere, and Political Change.” Foreign Affairs. Zuckerman, 2013. Cute Cats to the Rescue? Participatory Media and Political Expression. Optional: Turner, 2006. “How Digital Technology Found Utopian Ideology,” in Silver and Massenari, eds, Critical Cyberculture Studies (New York: NYU Press). Owen, 2014. Disruptive Power, Chapter 2 Boyd and Ellison, 2008. “Social Network Sites: Definition, History, and Scholarship.” Journal of Computer-Mediated Communication. Lessig, 2009. Code. Chap 1: Code is Law.
Castells, 2007. “Communication, Power and Counterpower in the Network Society,” IJOC. Kahn, Postel, Cerf et al., 2009. A Brief History of the Internet. ACM Computer Communication Review. WEEK 3: THE PLATFORM ECOSYSTEM DISCUSSION GROUPS Group 1 and 2: January 26th 4:30-5:15 Group 3 and 4: January 28th 4:30-5:15 LECTURE In the past decade, the services provided by so-called “platform companies” have become impactful spaces where powerful social movements, activism, and protest can be organized, where electoral campaigns can be contested and democratic participation can be mobilized. The perceived political importance of platforms has grown to the extent that many disparate events — ranging from Brexit and global upswings in populism and nationalism to the genocide in Myanmar — are increasingly being laid on the doorstep of a handful of North American technology companies. In this class, we explore platforms political companies both as political actors that engage in governance (with a focus on how they engage in content moderation) and are governed (through policy, regulation, and law). READINGS Mandatory: Klonick, 2018. “The New Governors: The People, Rules, and Processes Governing Online Speech.” Harvard Law Review. Gillespie, 2010. “The Politics of Platforms”. New Media and Society. Optional: Excerpts from: van Dijck, Jose, Poell, Thomas, & de Waal, Martijn. (2018). The Platform Society. Oxford, UK: Oxford University Press. Chapter 1. Napoli, Philip M., & Caplan, Robyn. (2017). Why media companies insist they're not media companies, why they're wrong, and why it matters. First Monday, 22(5). Plantin, Jean-Christophe, & Punathambekar, Aswin. (2018). Digital media infrastructures: pipes, platforms, and politics. Media, Culture & Society, doi:10.1177/0163443718818376 PART 2. How digital infrastructure shapes the public sphere WEEK 4: MIS/DISINFORMATION
DISCUSSION GROUPS Group 1 and 2: February 2nd 4:30-5:15 Group 3 and 4: February 4th 4:30-5:15 LECTURE Only a few years ago, digital technologies were being portrayed as not only revolutionary, but perhaps even inherently democratizing. Recently, however, the wave of optimism seems to have died out, and is increasingly being replaced by concerns that various digital technologies are being increasingly used as a form of social control. By manipulating voters, interfering in elections, and serving up misinformation during important political events, only six years after “the revolution was tweeted,” people are now seriously asking if “social media is killing democracy.” What happened? Are these concerns legitimate, and where did they come from? In this class, we will discuss the latest research on media manipulation, ‘fake news,’ bots, and more. READINGS Mandatory: Benkler et al., 2017. “Breitbart-led right-wing media ecosystem altered broader media agenda.” Columbia Journalism Review. Marwick & Lewis, 2017. “Media Manipulation and Disinformation Online.” Data & Society. [Executive summary, skim intro pg. 5-22, read “What Motivates Media Manipulators,” pg.27-32] Wardle, Claire and Hossein Derakhshan, 2018. Information Disorder Toward an interdisciplinary framework for research and policymaking. First Draft. [pp 19-41] Optional: Jack, 2017. “The Lexicon of Lies: Terms for Problematic Information.” Data & Society. Tucker et al, 2017. “This explains how social media can both weaken — and strengthen — democracy.” Washington Post. For the article version see: “From Liberation to Turmoil: Social Media and Democracy,” Journal of Democracy. Woolley, 2016. “Automating power: Social bot interference in global politics.” First Monday. WEEK 5: JOURNALISM DISCUSSION GROUPS Group 1 and 2: February 9th 4:30-5:15 Group 3 and 4: February 11th 4:30-5:15 LECTURE
The practice and institutions of journalism are in the midst of a radical transformation. At the core of this is a shift from a hierarchical industrial mode of production to a networked post-industrial model. We will discuss how and why this shift is occurring and what its implications are for a political system that is meant to be held accountable by a free press. READINGS Mandatory: Bell & Owen, 2017. The Platform Press: How Silicon Valley reengineered journalism. Tow Center for Digital Journalism. [Executive Summary and Introduction] Boeder, Pieter, 2005. Habermas’ heritage: The future of the public sphere in the network society. First Monday, Vol 10, No 9. Pickard, Victor, 2019. Public Investments for Global News. CIGI. Optional: Foer, 2017. When Silicon Valley Took Over Journalism. The Atlantic. 2019 Digital News Report, Reuters Institute for the Study of Journalism. [Section 1 Executive Summary and Key Findings.] WEEK 6: MONEY DISCUSSION GROUPS Group 1 and 2: February 16th 4:30-5:15 Group 3 and 4: February 18th 4:30-5:15 LECTURE In this week, we explore how the financial models underlying platforms economy, including the attention economy, surveillance capitalism and gig labour. This will include discussion of how data profiles are used to target ads at users, how attention and behaviour have become commodities, how data is used to provide content that is most likely to result in engagement and increased time on the site, and how technologies are having a profound global impact on labour, work, and trade. We discuss the effects of 21st century “platform capitalism” on the information ecosystem and on the global economy. READINGS Mandatory: Zuboff, Shoshana 2018. The Age of Surveillance Capitalism: The Fight for a Human Future at the New Frontier of Power, Public Affairs. [Introduction] Vaidhyanathan, 2018. Chapter 3: The Attention Machine in Antisocial Media: How Facebook Disconnects Us and Undermines Democracy. Oxford University Press. [pp. 78 – 105]
Ticona, Mateescu, and Rosenblat, 2018. “Beyond Disruption: How Tech Shapes Labour Across Domestic Work and Ridehailing.” Data & Society. [pp 1-35.] Optional: Srnicek, 2016. Platform Capitalism. Cambridge, UK: Polity. Chapter 1: The Long Downturn. Madrigal, 2019. The Servant Economy. The Atlantic. WEEK 7: SURVEILLANCE DISCUSSION GROUPS Group 1 and 2: February 23rd 4:30-5:15 Group 3 and 4: February 25th 4:30-5:15 LECTURE Just as the Internet has empowered individuals and networks, it has also proven remarkably susceptible to the re-establishment of state control. In this class we will explore how states are both threatened by digital technologies, and how both democracies and autocracies are using control over these networks to watch, influence, and exert control over their citizens. READINGS Mandatory: Glenn Greenwald, 2016. The Surveillance State, in Journalism After Snowden, Bell and Owen eds. Owen, 2015. ‘The Violence of Algorithms’ Foreign Affairs Amnesty International. 2019. “Surveillance Giants: How the business model of Google and Facebook threatens human rights.” pp 1-37 Optional: Stark, Luke and Karen Levy, “The Surveillant Consumer,” Media Culture and Society 40 (2018), 1-19. Jon Penney, Chilling Effects, Internet Policy Review. WEEK 8: MID TERM TAKE HOME ESSAY You will be provided with a choice of short essay questions on Monday morning February 22nd, and the assignment will be due on Friday, February 26th. March 1-5 NO CLASS ** READING WEEK **
WEEK 9: THE CHINESE MODEL DISCUSSION GROUPS Group 1 and 2: March 9th 4:30-5:15 Group 3 and 4: March 11th 4:30-5:15 LECTURE The third geopolitical block emerging in the platform governance discussion (aside from the US and the EU), is an autocratic state-centric model being developed and exported by Chinese companies. This week we explore how Chinese state companies developed an alternative model for the internet, how the state has used this model to control the political activity of its citizens, and how and why this tech-stack is now being outsourced to other countries. READINGS Mandatory: Mackinnon, 2011. China’s Networked Authoritarianism. Journal of Democracy Wong, K. L. X., & Dobson, A. S. (2019). We’re just data: Exploring China’s social credit system in relation to digital platform ratings cultures in Westernised democracies. Global Media and China, 4(2), 220–232. Cheney, 2019. China’s Digital Silk Road: Strategic Technological Competition and Exporting Political Illiberalism. Pacific Forum Working Paper. Optional: Triolo, Paul, 2020. The Digital Silk Road: Expanding China’s Digital Footprint, Eurasia Group King, Pan, and Roberts, 2013. How Censorship in China Allows Government Criticism but Silences Collective Expression. American Political Science Review. WEEK 10: ALGORITHMS AND POWER DISCUSSION GROUPS Group 1 and 2: March 16th 4:30-5:15 Group 3 and 4: March 18th 4:30-5:15 LECTURE As the largest tech giants (Facebook, Amazon, Microsoft, Apple) shift to algorithmic processing and decision-making using AI and machine learning, their power and potential bias increases – while they are global companies, they do not universally affect all users in the same way. Such systems can “bake in” inequalities at several levels – who gets to build these systems and where they are built, who the imagined users are, who profits from them, and what political goals they serve. This class will explore how power
relations become embedded into the design of AI systems, the social implications of their use in both the private and public sectors, and the contemporary debates around making fair, transparent and ethical AI. READING Crawford, 2017. “The Trouble With Bias.” NIPS Keynote. Watch: https://www.youtube.com/watch?v=fMym_BKWQzk Discriminating Systems: Gender, Race, and Power in AI: AI Now. Angwin, et al. 2016. Machine Bias. ProPublica. Optional Gillespie, Tarleton. (2014). The relevance of algorithms. In T. Gillespie, P. Boczkowski & K. A. Foot (Eds.), Media technologies: Essays on communication, materiality, and society (pp. 167-194). Cambridge, MA: MIT Press. Meyers-West, 2019. In the Outcry over the Apple Card, Bias is a Feature, Not a Bug. AI Now. Medium. Opinion: AI for Good is Often Bad. Wired. Costanza-Chock, 2018. Design Justice, A.I., and Escape from the Matrix of Domination. PART 3. Governing the Digital Public Sphere WEEK 11: CONTENT MODERATION DISCUSSION GROUPS Group 1 and 2: March 23rd 4:30-5:15 Group 3 and 4: March 25th 4:30-5:15 LECTURE There are over a billion pieces of content uploaded to Facebook every day, and over 500 hours of video to YouTube every minute. This content is posted in hundreds of languages and must abide by the laws of democratic and autocratic countries alike. The challenge of this task is magnified by the pace with which problematic or illegal content can circulate, human costs of moderating violence and extreme content, as well as the significant legal, ethical cultural and political complexity of determining what speech should be removed. This week we will explore how content moderation shapes our civic and political discourse. READINGS Mandatory:
Chapter 1: Introduction in Gillespie, Tarleton. 2018. Custodians of the Internet: Platforms, Content Moderation, and the Hidden Decisions That Shape Social Media. New Haven: Yale University Press. Newton, 2019. The Secret lives of content moderators in the US. The Verge. Kaye, 2018. “Report of the Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression.” UN Human Rights Council. Optional: Lewis, Rebecca. 2018. “Alternative Influence: Broadcasting the Reactionary Right on YouTube.” Data & Society Research Institute. pp 1-25 Kreiss, Daniel and Matt Perault, 2019. Four Ways to Fix Social Media’s Political Ads Problem — Without Banning Them. The New York Times. Excerpts- Roberts, Sarah T. 2019. Behind the Screen: Content Moderation in the Shadows of Social Media. New Haven: Yale University Press. Keller, Daphne, 2018. Toward a Clearer Conversation About Platform Liability. Knight First Amendment Institute. WEEK 12: PLATFORM GOVERNANCE DISCUSSION GROUPS Group 1 and 2: March 30rd 4:30-5:15 Group 3 and 4: April 1st 4:30-5:15 LECTURE As pressure mounts for platform companies and the social, political and economic activities that they enable to be better governed, two competing democratic blocks are emerging (we will talk about a third, the Chinese model, next week. The EU is moving swiftly in the direction of a rights based approach to platform governance, with broad regulatory and legal restrictions on content policy, data right and competition. Meanwhile, many in the US are advocating for a firm-centric approach which would potential see anti-trust policy applied to the platforms, reversing prior acquisitions and breaking up core services. This class will explore these two models for platform governance and the domestic and geopolitical factors driving each. READINGS Mandatory Gorwa, 2019. What is platform governance?, Information, Communication & Society, 22:6, 854-871. Owen, Taylor 2019. The Case for Platform Governance. CIGI. Balkin, Jack M. 2014. “Information Fiduciaries in the Digital Age.” For a longer piece on this, see: “Information Fiduciaries and the First Amendment.” UC Davis Law Review 49: 1205-1209.
Optional: United Kingdom. 2019. Online Harms White Paper. Department for Digital, Culture, Media & Sport. April 8. pp 1-11. Lyall, 2018. Who Strikes Fear Into Silicon Valley? Margrethe Vestager, Europe’s Antitrust Enforcer, The New York Times. Herrle & Hirsh. 2019. The Peril and Potential of the GDPR. CIGI. WEEK 13: THE FUTURE OF THE INTERNET DISCUSSION GROUPS Group 1 and 2: April 6th 4:30-5:15 Group 3 and 4: April 8th 4:30-5:15 LECTURE What are the implications of an Internet that is increasingly influenced by a handful of large technology companies? An Internet which is used by governments to spread propaganda, tamper with elections, and mislead voters? An Internet which experiences critical security issues, especially as millions more devices come online every year? In the final class, we will step back and reflect on the future of the Internet and its impact on global affairs, domestic politics, and society. READINGS Mandatory: Zuckerman, 2019. Building a More Honest Internet. Columbia Journalism Review. Berners-Lee, 2019. I Invented the World Wide Web. Here’s How We Can Fix It. The New York Times. Kolbert, 2017. “Who Owns the Internet?” The New Yorker. Optional: Vaidhyanathan, 2019. The Two Myths of the Internet. Wired. Kieron O’Hara and Wendy Hall, 2018. Four Internets: The Geopolitics of Digital Governance Kieron O’Hara and Wendy Hall, CIGI Papers No. 206. Tufekci, 2018. “The (Democracy Poisoning) Golden Age of Free Speech.” Wired. Naughton, 2016. “Has the Internet Become a Failed State?” The Guardian. WEEK 14: EXAM PREPARATION
We will review the exam structure, format, topic and expectations as a class. Group 1, 2, 3 and 4: April 13th 4:30-5:15 ASSIGNMENTS Weekly dialogue attendance or written responses to discussion questions: 10% You are expected to attend and participate in the once a week dialogue group, or to submit a written response to the weekly discussion questions. These will be marked pass/fail, and attendance will be kept. Response pieces (6): 30% For 6 out of the 13 weeks, you will write a short, approximately 500 words (2-3 paragraph) memo that engages with at least two of the week’s readings as well as the class discussion questions. You have considerable freedom to pose questions you had as you read; contrast readings; connect themes you saw emerging among texts and critique authors’ arguments. The goal is to reflect upon the readings and share your own reflections of the week’s theme. You may use the description/questions under each week’s heading on the syllabus as your guideposts. These memos should be posted through the “Discussion” section of MyCourses by 6pm on the Monday before Tuesday’s class. Responses cannot be done ahead of time for the term. Midterm Essay: 20% You will be provided with a choice of short essay questions on Monday morning February 22nd, and the assignment will be due on Friday, February 26th. You will have this entire period to work on it. It will be submitted via My Courses. Final Exam: 40% A final exam will be administered as a take home test during the exam period. Details to come. MCGILL COURSE POLICIES & STUDENT RESOURCES Grading policy: Grades will be assigned according to the scale set out in the Arts and Sciences calendar, reproduced below. Students should note the following “definitions” attached to letter grades, as these will be observed strictly: “good” work will receive a grade in the C range; “very good” work will receive a grade in the B range; “excellent” work will receive a grade in the A range; the grade of A will be reserved for work that is unambiguously “outstanding.” It is expected that the distribution of grades in this course will reflect normal standards for courses at this level in the arts and sciences at Canadian universities.
Grade Appeals: 1. Student Rights and General Information 1. 1.1 Students are entitled to a discussion explaining the rationale behind a grade if a comprehensive explanation has not previously been provided. Students should not request a re- read until they understand why they received the grade that they are contesting. 2. 1.2 If grades for assessments are provided in the form of letters (i.e. A, B, C), students may request the numerical value earned. 3. 1.3 Professors are strongly encouraged to provide information regarding their re-grading policies on their course syllabi. 2. Informal Requests for Review 1. 2.1 If an assessment was graded by a Teaching Assistant (TA), the student should discuss the grade with the TA informally before approaching the professor. 2. 2.2 Students will be allowed two weeks following the return of a graded assessment to request a re-read. Professors may accept requests for rereads after the two-week period. 3. 2.3 The reread should be completed within four weeks of the request. 4. 2.4 At their discretion, professors may require students to include a brief (1-page max) statement explaining why the student feels the grade is inappropriate. 5. 2.5 If an assessment has not been returned prior to the end of classes during a given semester, students will be allowed to request re-reads and grade changes in the following term. 6. 2.6 Students still unsatisfied with their grade following the re-read by the professor may request a formal review (see section 3). 3. Formal Requests for Review
1. 3.1 If a student requests a formal review of an assignment, the student must specify the reasons for the request in writing and submit this written document to the Undergraduate Program Director (UPD). 2. 3.2 Where the student was returned the original graded materials, the student will bring them to an appointment with the UPD. The UPD will clarify the rereads policy to the student, emphasizing that the assignment will be re-assessed with the corrections and mark intact, and that the mark may become higher, lower or remain unchanged. 3. 3.3 The UPD will ask a second member of the Department competent in the assignment's area of study to review the original assignment and to grade it. 4. 3.4 The second reader is given the original assignment, with the marginalia, corrections, summary comments and mark intact. The second reader is also to be given the student's letter, specifying the reasons for the review of the grade, and any note from the instructor pertinent to the general nature of the course or the assignment. 5. 3.5 It is the second reader's task to assess the appropriateness of the mark. The second reader should support his or her opinion of the original mark with a brief memorandum to the UPD. 6. 3.6 The student may choose to have his or her identity remain anonymous to the second reader. The student should discuss this decision with the UPD. Late submissions and missed exams: Late assignments will be penalized 1/3 of a letter grade per day that they are late, including weekends (ex. A two-day late B+ paper counts as a B-). Late papers will be excused only in exceptional and unavoidable circumstances that are supported by appropriate documentation. If you know you won’t be able to meet a deadline set up a meeting well before the due date to make alternative arrangements. Make up exams will only be arranged if the professor is provided with appropriate documentation (i.e. a doctor’s note) no later than one week after the missed exam. McGill University statement on academic integrity: McGill University values academic integrity. Therefore all students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the code of student conduct and disciplinary procedures (see www.mcgill.ca/integrity for more information). Students should note that the professor also values academic integrity very highly, and will be vigilant in its enforcement. In accord with McGill University’s Charter of Students’ Rights, students in this course have the right to submit in English or in French any written work that is to be graded. Further Resources: Accommodations: If you require accommodations due to special circumstances, challenges or disabilities, please notify both the professor and Office for Students with Disabilities (OSD) as soon as possible. The OSD provides a broad range of support and services to assist students, faculty, and staff with disabilities. (3100 Brown Student Services Bldg., 398-6009 (voice), 398- 8198 (TDD), http://www.mcgill.ca/osd/). Illness: Students are responsible for material covered in all classes, including those missed due to illness. Examinations will not be re-scheduled, and assignment due date extensions will not be considered, for any reason other than documented illness. Anyone unable to attend examinations
or complete assignments due to illness is expected to make every effort to contact the professor prior to the examination or due date, and to co-operate in arranging a make-up examination or revised due date. If unable to reach the instructor, students should contact the Department of Art History & Communication Studies at 514.398.1828. Appropriate documentation will be required to support requests for special consideration due to illness (see http://www .mcgill.ca/oasis/general/advising/illness). Academic resources: Students looking for additional assistance with academic reading, study, research and writing skills should consult the McGill academic resources website at www.mcgill.ca/students/academicresources/. Counseling: The Counseling Service provides personal, academic, and career counseling to undergraduate and graduate students. They also offer workshops on study skills, multiple choice exams, and text anxiety/stress management. The service is located at suite 4200 Brown Student Services Bldg, 398-3601 www.mcgill.ca/counselling/. A list of workshops can be found at: http://www.mcgill.ca/counselling/workshops . Additional Student Resources Social Equity and Diversity Education (SEDE) McGill for issues surrounding diversity and inclusion on campus: https://www.mcgill.ca/equity_diversity/ Sexual Assault Center of the McGill Students Society for confidential support and resources for community members experiencing or witnessing sexual violence: http://www.sacomss.org/wp/ Office for Sexual Violence Response, Support and Education (OSVRSE) for individuals impacted by sexual violence: https://www.mcgill.ca/osvrse/ McGill Writing Centre for students needing free assistance with academic or professional writing skills: https://www.mcgill.ca/mwc/ First Nations and McGill McGill University is on land which has long served as a site of meeting and exchange amongst Indigenous peoples, including the Haudenosaunee and Anishinabeg nations. We acknowledge and thank the diverse Indigenous people whose footsteps have marked this territory on which peoples of the world now gather. L’Université McGill est sur un emplacement qui a longtemps servi de lieu de rencontre et d'échange entre les peuples autochtones, y compris les nations Haudenosaunee et Anishinabeg. Nous reconnaissons et remercions les divers peuples autochtones dont les pas ont marqué ce territoire sur lequel les peuples du monde entier se réunissent maintenant.
You can also read