An Open Letter to a University Professor

Dear University Professor,

Pictured here: The climax of the university experience. Not shown here: The challenges it took to get to that point.
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I have been subject to numerous microaggressions in your classroom. Microaggressions are defined as everyday interactions or behaviours that communicate some sort of bias toward historically marginalized groups. They are often unintentional and subtle. Some compare microaggressions to mosquito bites because they can be irritating alone, but the cumulative effect of microaggressions can significantly affect a person’s quality of life. The first time I experienced a microaggression in your class, I can assure you it felt much more painful than a mosquito bite. It was the day we talked about colonialism in Africa, and a student spoke about how African countries benefitted from colonialism. When this student was finished, they leaned back in their chair as if they had accomplished something. I saw the pleading look you gave me when this student spoke as if to say I must bear with you. I was shocked and overcome with emotion. My hands were shaking, but I knew I had to say something. I could feel my voice shaking as I tried to articulate why discussing colonialism as beneficial is problematic.

I am not the biggest fan of the mosquito analogy. But, this video provides a nuanced look at the spectrum of harm microaggressions can enact on the person who experiences them.

Not once did you interject because maybe you’re being “polite.” Even when you tell me that you understand why I am upset, it does not feel like you do. If you did, you would have said something to this student or confronted the situation. Instead, you speak to me after class.  In hushed tones, you tell me that I made good points in the discussion. Afterwards, I am left alone to nurse the wounds this encounter has given me. At a time when I feel like I don’t belong here, this encounter exacerbates this feeling. How can it be that the experience of my ancestors is just an academic debate to you?

It is also essential to think about the context of these encounters. Universities do not exist in a vacuum. Broader societal issues like anti-Black racism and sexism are still relevant in the university context. These issues do not go away simply because you are in a classroom. Certain topics like colonialism, misogyny and ableism are deeply personal to marginalized students. Therefore, having discussions where students can say whatever they like is harmful to these students. For you, maybe these conversations are simply part of igniting an intellectual curiosity in your students. You feel like you must engage with the issue from every angle. But for me, it’s about my life and my identity.

A visual representation of how I felt after the discussion on colonialism in class
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Before you bring up academic freedom, I want to make myself clear. You should be able to teach on these topics. I think students engaging with issues about colonialism and anti-Black racism are necessary. I think maybe you mean well by discussing these topics in class. But what matters is impact and not your intention. Did you consider how to deal with microaggressions? How about engaging other professors who are experts on these issues? Instead, you thought it was a good idea to make students discuss colonialism with no clear guidance. I could have told you how much of a bad idea that was. Maybe if you had done the research about handling micro-aggressions in a classroom, I wouldn’t be writing this. But instead, here I am, picking up the pieces while you plan your next lecture.

Sincerely,

A fed-up student