Thankfully, I can probably count on one hand the number of times I have been reprimanded during my career in education. But during the late-1990’s – at about the time the provincial Conservatives were deep into slashing and burning education and health care budgets – I decided enough was enough.
It was the Harris Tories’ threat to kill the stand alone grade 11 media studies course that made it personal and put me over the edge. The death of this course would have meant the end of a golden opportunity for many of my academically challenged students to graduate. You see, that course, for many, represented a chance to earn a ‘5th English credit’ that students needed to graduate with their Ontario Secondary School Graduation Diploma.
Not only that, the media course contained content (movies, music videos, magazine/tv advertisements etc.) in which most were deeply engaged and immersed on a daily basis. Students who wouldn’t dare dream of raising their hand in Algebra or History class – felt at ease and in complete control when analysing a music video or Superbowl TV spot in media class.
Through such a course – they were able to ‘pull back the curtain’ on pop culture and get a valuable glimpse into how and why various media are able to effectively use marketing and cinematic techniques to construct meaning, manipulate and control an audience.
So upon learning that the government was intent upon gutting the media literacy credit – without consulting teachers or students – I got mad, then I got inspired. What if my students and I actually staged a media event (silent protest) to make others aware of this threat?
I sprang the idea on my students the next day and took a vote to see if they were interested in my plan. All were in favor (by show of hands) of: inviting the local media to our class, wearing black clothing and duct tape across their mouths (both optional – to symbolize that they were silently mourning the fact they had not been consulted in the decision to axe their course). Most of the class time would be spent writing and editing letters to their local MPPs expressing their thoughts at the government’s decision.
Of course, once the media arrived and the school’s administration discovered what was happening in Redfearn’s media class – guess who was summoned to the office and, not surprisingly, ‘raked over the coals’?
As I sat sheepishly in front of the admin team of three and endured their rebukes and indignation – I empathized with them. They were completely blind-sided by my actions. Yet, had I tipped them off before hand – I risked having the protest squashed before it began. Their biggest concerns – that they were not consulted and that the ‘image of the school’ would be adversely affected. Seeing students’ mouths bound with duct tape had, I think, something to do with it.
Fortunately, the media coverage was minimal. A segment ran on the local TV station at noon and later that evening (see YouTube video below) and an article with photo did run in the local section of The Record but the admin’s fear that pandemonium would be loosed upon the world was unfounded.
Instead, my students actually witnessed the media in action and THEY were part of the process: they took part in media interviews with local reporters, wrote to their elected representatives about how they felt about the government’s decision and watched, critiqued, filmed and edited TV and print coverage of their event.
In retrospect, I truly believe it was one of the most powerful learning experiences I and my students had ever been a part of. By taking part in the silent protest, ironically, my students actually found their ‘voice’. And isn’t that what real learning is all about?
P.S. There was such a ground swell (provincially) from people outraged over the potential loss of the media studies stand alone course – that the Conservative government of the day backed down from its original decision to cut it.