Teach-in dicusses hate

Hundreds of people from the Franklin Pierce community participated in dialogues on hate at the May 1 Teach-In. The Teach-In lasted from 9 a.m.-5 p.m. in-place of many classes and was organized by the 2008-2009 Student Government Association President Bailey Gaffney, Professor Doug Ley, Bill Beardslee, and members of the Franklin Pierce community to make students better aware of the hatred being expressed in society. Gaffney contacted faculty and staff, members of clubs, and members of the Athletic department to try to organize a wide variety of events at the Teach-In. Gaffney did this by giving the faculty and staff surveys on what types of events they wanted, and they made the schedule of events based on the survey. "We pulled from all different avenues and we collaborated," said Gaffney. The idea for the Teach-In occurred after several students on campus were targeted with racist remarks. Last month, the words, "NIGGERS MUST DIE FIRST," were written on an African American student's bedroom door in freshman dorms, and Swastikas were found on student's doors. The people who committed these acts have still not been found. At the Teach-In, there were 14 events scheduled throughout the day which took place in the courtyard, Pierce Hall, Field House, Cheshire Hall, and Alumni Lounge. The most popular forum was titled, "Hate In Your I-Pod: How does Our Music Affect Us." Over 100 students attended this event which was held both in the morning and in the afternoon. At this event, the presenters gave examples of music that sparks hatred and sexist remarks into the minds of the listener. At this event students were able to break off into groups and give their opinions and discuss how explicit lyrics have affected their lives. Another popular event was titled "Bitches, Whores, Dykes and Your Mother." This event was a hands-on, interactive and outrageous 50 minute forum that discussed the sexist remarks used in society. Over 80 students attended this workshop and theses students could submit their opinions by paper, as they were later discussed aloud. Many teachers brought their classes to the Teach-In. Gaffney believes that the people who really needed to attend the Teach-In probably did not even attend any events. She believes that the Teach-In affected the many students who participated. "Students who did go, really appreciated it," she said.