John-Henry Harter
During my undergraduate degree I had an epiphany in the only labour history class offered at my university. Here being taught in this class was my history, my own lived experience. More broadly, it was an acknowledgement and validation that the working class mattered. As a mature student, I had worked for years before entering post-secondary and had not really found a foothold. Labour history helped establish that foothold. It started to put words to experiences I had not been able to articulate: words like solidarity, alienation, class, and stratification.
Oddly enough film studies was another discipline that discussed ideas and issues that seemed more real and relevant to my life. Reification, commodification, and hegemony were all concepts that helped me understand the world around me.
It wasn’t until I started teaching at Simon Fraser University as a sessional instructor and later as a lecturer that I had the opportunity to bring labour history and film together. I was not the first to do this, but never-the-less it was exciting and held the promise of connecting with students like I had been so much earlier. This paper reflects on these experiences to explore the process of using film to approach and teach labour history.[1] Continue reading