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JL  6.3 - Ujima (Collective Work and Responsibility) - Collaborative Inquiry - Collaborating with Community to Foster Black Wellness

As was mentioned in the Living Colour video (2021), non-Black people still patronize Blacks and do not take the common courtesy to recognize, “...bias manifests itself in hidden ways in Canada, what is important when we talk about race politics here in Canada? Politics and people’s identity is often folks’ intentions, maybe pure and may be honest, but the impact on the other end can be really harmful. If folks are unsure what should be said to Black people and Black community, they should reach out and be connected.”  We have so many education polices and procedures here in Ontario that have been done with little to no consultation with the Black community or a select sliver of a very diverse and complex Black community.  We are still not prepared to truly deal with the intergenerational trauma in the school system for the Black community and have a long way to go to understand the Black student mental health needs.  Research and support must be done and put in place to ensure that we truly deal with and properly support Black Youth and the community properly.

I am stunned that Ontario Ministry of Education Learning for All (2013) only contains three references to the word Black and they are all an author.  This is a document that should be full of language that deals specifically with Anti-Black racism Kathleen Wynne former Premier and Education Minister did not get the job done in this area, even though I heard her commitment to anti-Black racism at the time when I was at OTF.  How can we deal with mental health issues when we are not changing the system and policies to start addressing anti-Black racism in general. IEP's are a good example where training could be targetted to ensure that teachers are aware how this can be a tool to marginalize Black youth. We know that according to Paige Tutt (2021) “In our society (North American), we have marginalized and even ostracized those who struggle with mental health, … We know there has been historical marginalization and contemporary, current discrimination against people of color. But then if you’re a person of color who also struggles with a mental illness, it’s like a double stigma.” We appear to be going backward and need to focus our efforts to ensure that all students that need support get it, especially our Black students who have had to face odds far greater than almost any other student to get supports. When Black students do not get the supports they vote with their feet and drop out.

As Maya Pottiger (2022) noted there has been some success, “We need to recognize that social-emotional learning is as important as food security and academic achievement,” Albritton says. “All of those discussions need to happen together like a wraparound program”  in the SCDSB Black Grad Coach has brought tremendous results in turning some very dismal numbers locally around and we need more supports to continue that trend going in the right direction for the mental health of our students.

As noted by the LD@school (2022), I agree that” The focus should not be on helping marginalized and oppressed Black students develop more resilience. Instead, we must address the oppressive systems and policies that have directly caused Black students to be marginalized.” Our grad coaches are on the ground in the school and working with Black students, our staff and the school community to change the culture for the better, we are attacking the problems at the root.  It has been so powerful that at one school the systematic racism that rested in the administration and senior staff that they were exposed by the coach and transfers and education and terminations resulted and that school and the Black community there is better off for it.  All of us have a role to fix the current state and improve.  As Barbara Robles Ramamurthy (2022) noted, “Within our homes and schools, where kids spend most of their time, we must know how to talk about race and racism and how to foster a positive racial identity. This takes unified, meaningful efforts from parents, educators, and community leaders.” The only way to fix this in my experience is with the whole community and the financial support to ensure the proper resources are in place to make real change with a real commitment from everyone.  As the OCT notes we need to uphold the Standard of Care in a single word, LOVE!

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JPG - Module 6.3 - Ujima (Collective Work and Responsibility) - Collaborative Inquiry - Collaborating with Community to Foster Black Wellness

Supporting the mental health and well-being of Black students isn’t just about acknowledging anti-Black racism. As we have seen throughput these modules, it’s about actively working to dismantle it while creating spaces where Black students feel seen, valued, and empowered. In my daily practice, I see firsthand how systemic barriers impact students’ confidence, engagement, and success, which is why it’s so important to build classrooms that affirm Black identity. As Leo D. Edwards says in Living in Colour, “Our experience, although individual, is very collective and so it will be really important to celebrate Black joy and to affirm the identity in their Blackness because Black is indeed beautiful and powerful.” Black students deserve to see themselves reflected in their learning spaces, not just in the struggles they face, but in their brilliance, creativity, and joy.

The Learning for All framework (2013) offers concrete ways to make this happen. Universal Design for Learning (UDL) ensures Black students can engage with content in ways that reflect their lived experiences. Differentiated Instruction (DI) helps tailor lessons to meet students where they are, honoring their unique perspectives. Tiered Intervention makes sure that students who need extra support, whether academically, emotionally, or socially, receive it in a way that respects their identity and experiences. This is especially important considering that “contextual and background factors, particularly socio-economic status and parent education, have a significant influence on student achievement.” If we don’t take these realities into account, we risk leaving Black students unsupported in ways that matter most.

Here again, more than anything, we need to create environments where Black students feel safe, both physically and emotionally. Learning for All reminds us that “Safety is a precondition for learning.” When students feel unseen or unprotected, their ability to learn is deeply affected. That’s why culturally responsive teaching, trauma-informed practices, and strong partnerships with Black-affirming organizations aren’t optional, they’re necessary.

When I think about how we develop IEPs and transition plans, it’s clear that Black community leaders must be at the table. The OCT ethical standard of care requires us to prioritize student well-being, and that means ensuring Black students’ mental health needs are met in meaningful, culturally responsive ways. As Paul Tutt (2021) says in Breaking the Cycle of Silence Around Black Mental Health, “Silence around Black mental health perpetuates harm.” We need to break that silence.

Ultimately, supporting Black students is about more than just addressing racism, it’s about building futures where Black youth thrive in every way. That starts with listening, learning, and taking action.

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Canada has to come to terms with the fact that Anti-black racism occurs in Canada. This is not an American issue or some far away issue. It is here and an ever present and clear danger to the social fabric of Canada. As noted in the Black Experience Project (2017), the Black community is forever living with the injustices of the past while at the same time drawing strength as a community by the shared experience of racism and injustice here in Canada. The trauma and victimizing of the Black community has to end in Canada!

There is an old saying that we mock what we do not understand and that questions never hurt but ignorance does. Canadians need to be educated about the Black experience in Canada and do something to improve the situation. By telling the stories, the truth is told! As Andrea Colier noted, "As we come to the end of Black History Month, I am reminded of all the strong narratives that have come out of the Black American experience. Storytelling is our roots and wings." The roots are exposed but the wings launch us into a new truth, like a bird we free ourselves of the past and soar to new horizons. The authentic nature of the stories counters a thousand political speeches full of empty promises. We do something if we know the people involved. If the local Black person shares their problems of their injustices and the hopes of better future, I have no doubt people will change. By getting the local stories out and people made truly aware you can appeal to their better nature and change is more likely to happen on so many levels. As CasSandra Calin (2018) noted, "I think the most powerful part about Black storytelling is that redefining normal can heal our relationships." Stories do make a difference. People all know the bad teachers until you talk about the teacher they actually know, and they are usually awesome. We have to have the general public get to know the Black community and their story. Venus Thrash noted, "For years I’ve struggled with a feeling of discomfort around the subject of non-Black photojournalists creating work that centers Black people’s experiences of poverty and trauma." In education and society in general we must give a platform for the authentic Black experience to be told, examined and celebrated. We have to listen to discussion and then act upon the information we are given. Not suppress, pay lip service to or white wash. A free and democratic society has an obligation to listen to and act to support all communities and all members. It is time for Canadians to sit-up listen and end Anti--Black racism in Canada, especially in a public school system.

Joe

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JPG - Module 5.3 - Ujima (Collective Work and Responsibility) - Collaborative Inquiry - The Importance of Black Storytelling

Engaging with The Black Experience Project and Valentine (2017) has reinforced the necessity of preserving and amplifying Black narratives. Black communities have played a fundamental role in shaping Canada, yet their stories are often erased, minimized, or reduced to a singular narrative of oppression. As Valentine (2017) states, “To control our narratives is to control our history. Without ownership of our stories, we risk being written out of the collective memory.” This reminds me that storytelling is an act of resistance and a means of reclaiming history.

One of the most striking themes in the stories I viewed was the systemic barriers placed in front of Black individuals. Fawzia Dvale Virtue from The Black Experience Project powerfully stated, “The level of deliberate barriers that are put in place for my community does not even out with the amount of resources that are put back in to try and support young people to their full potential.” This statement encapsulates the challenges Black Canadians continue to face, where systemic discrimination is deeply entrenched in institutions like education, employment, and law enforcement.

The statistics from The Black Experience Project further highlight these realities:

35% of respondents identified racism and stereotypes as the greatest challenges facing the Black community.

55% of Black men reported being stopped in public places by the police, with 79% of those men between the ages of 25 to 44.

38% reported being harassed or treated rudely by law enforcement.

These numbers are staggering and point to the urgent need for systemic change. As Joanna Gordon, a barrister, noted, “Black people, more times than not, are arrested and taken through the criminal justice system, when maybe they could’ve been talked to, which leads to an overrepresentation. What I’m seeing more is that Black kids are coming in younger and younger and younger and it’s over foolishness.” This over-policing of Black youth directly impacts their futures, often reinforcing cycles of criminalization rather than providing meaningful support and opportunities.

Beyond the challenges of systemic racism, these stories also demonstrate the resilience and strength of Black communities. The narratives shared in The Black Experience Project reveal that despite these systemic barriers, Black individuals continue to thrive, innovate, and redefine their identities. Valentine (2017) reminds us that “Blackness is not a fixed identity but one that is constantly reshaped by lived experiences and systemic structures.”

In my opinion, recognizing this complexity is crucial to fostering Black-affirming spaces, particularly in education.

As I mentioned in previous posts, as an educator, I believe it is essential to actively incorporate Black stories into the curriculum—not just as an afterthought, but as a central and valued perspective. Here again, representation in education matters, and as Valentine (2017) asserts, “A Black-affirming space is one where stories are not just included but prioritized, where history is not just acknowledged but felt.” One way to ensure this happens is by actively collecting and sharing Black stories at the local school level. This could involve oral history projects, inviting Black guest speakers, or creating a space where Black students can share their own experiences.

Ultimately, this module has reaffirmed my belief that storytelling is a tool for change. As we have seen in previous assignments / readings / viewingas when Black communities control their own narratives, they challenge erasure, reclaim agency, and demand justice. As educators, we must commit to centering these voices, ensuring that Black history is not only remembered but actively celebrated in our schools and communities.

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JPG - Module 4.3 - Ujima (Collective Work and Responsibility) - Collaborative Inquiry - “Blackifying” The Curricula - The Role of Africentricity in Schoolin

As an educator, I understand that the curriculum is not just a neutral collection of lessons, it is a reflection of whose voices we value, whose stories we tell, and whose knowledge we deem worthy of study.

With that understanding comes a responsibility: to ensure that Black perspectives are not treated as optional add-ons but are integrated into the very fabric of my teaching practice. Centering Black voices, what some call "Blackifying" the curriculum, is an everyday commitment to challenging the dominant narratives that have historically excluded Black knowledge systems, philosophies, and lived experiences.

bell hooks (1994) reminds us that “experience can be a way to know and can inform how we know what we know” (p. 89). Black students’ lived experiences shape the way they navigate education, yet these experiences are often dismissed or undervalued within traditional schooling.

I have seen firsthand how students’ engagement and confidence grow when they recognize themselves in the material, when the stories we read, the plays we perform, and the histories we explore reflect their identities and realities. But when those perspectives are absent or treated as secondary, students receive the message that their voices do not matter.

Oba (2022) speaks to this silencing directly, writing that “Black youth yearn for Black teachers to disrupt the daily silencing of their experience.” This resonates deeply with me. I have had students express frustration at feeling unseen in the classroom. They have shared how history lessons often skim over the complexities of Black resistance, how English classes focus on a limited range of voices, and how the arts sometimes fail to reflect the depth and richness of Black creativity. Too often, Black students are expected to navigate an education system that does not reflect their realities, and it is our responsibility as educators to disrupt that pattern.

hooks (1994) challenges us to rethink how knowledge is legitimized in schools, arguing that “many people are deeply invested in reinforcing essentialist notions because those ideas support the structures of domination” (p. 84). If we only teach from a Eurocentric lens, we reinforce the idea that knowledge is singular, that history has one authoritative version, and that only certain ways of knowing are valid. This is a disservice not only to Black students but to all students.

My responsibility as an educator is to actively resist this essentialism by embedding diverse perspectives into my teaching, ensuring that the narratives we explore in my drama classroom include works by Black playwrights, that we examine the storytelling traditions of African and Caribbean cultures, and that we discuss how performance has been used as a tool for resistance and social change.

In doing so, I also have to acknowledge the ways that my own position within education shapes my perspective. hooks (1994) warns against essentialism even in anti-racist work, noting that “oppressed people resist by identifying themselves as subjects, by defining their reality, shaping their new identities, naming their history, telling their story” (p. 83). This means that my role as an educator is not to “speak for” Black students, but rather to create space where their voices are centered, where their realities are affirmed, and where they have agency in shaping the narratives we explore in class. It also means recognizing that the work of decolonizing and diversifying curriculum is ongoing, there is no singular “correct” way to do this, and I must remain open to learning, adapting, and evolving my practice.

Oba (2022) points out that “Black youth are often forced to suppress their racial identity to fit into predominantly white school environments.” This is something I actively work against in my classroom. I want my students to feel that they do not have to suppress or "code-switch" to be accepted in our learning space. By incorporating Black voices into my curriculum, I am not just enriching my students’ understanding of the world, I am helping to build a space where Black students feel valued, respected, and seen.

Critically engaging with Black perspectives benefits all students, not just those who identify as Black. When we center Black knowledge, we create opportunities for all students to challenge dominant narratives, build empathy, and develop a deeper understanding of the world. hooks (1994) writes that “experience is not a stopping point, it is a starting point” (p. 90). This reminds me that while students’ experiences must be recognized and validated, they must also be engaged with critically. My job is not only to incorporate Black perspectives into the curriculum but also to help students think deeply about those perspectives, to analyze the systems that shape them, and to recognize their relevance beyond the classroom.

Ultimately, this work cannot be a one-time effort or a temporary initiative, it must be an ongoing commitment. It is not enough to teach about anti-Black racism; I must actively work against it in my practice. That means continually questioning my own role in shaping students’ experiences, seeking out ways to center Black voices in meaningful and authentic ways, and ensuring that my students see themselves reflected in the learning. I know I won’t always get it perfect, but what matters is that I remain committed to doing this work not just as an educator, but as someone who believes in the transformative power of education to create a more just and equitable world.

By centering Black voices in my teaching, I am not just making my curriculum more inclusive—I am helping to create an educational space where Black students feel affirmed, where all students learn to think critically about systems of power, and where learning is truly a liberatory experience. That is the kind of classroom I want to build, and that is the kind of educator I strive to be.

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Module 4.3- “Blackifying” The Curricula - The Role of Africentricity in Schooling: How might Black stories, philosophy, and thought to facilitate the reimagining of schooling that Centres and Serve African, Afro-Caribbean and Black Learners, Families and Communities? bell hooks point, “Students have memories, families, religions, feelings, languages and cultures that give them a distinctive voice. We can critically engage that experience and we can move beyond it. But we can’t deny it” (Hooks, 1994, p. 88). Is really the admission and promotion of the humanity of Black people. That Blacks are a diverse people that have a rich and vibrant culture that is part of the the history of Canada and our modern society. We do have to move from the monolithic view of Balck culture to recognizing the diversity (INTERSECTIONALITY) of Black culture in order to truly appreciate the contributions of Blacks in Canada and beyond.

As bell hooks (1994) noted, "All students, not just those from marginalized groups, seem more eager to enter energetically into classroom discussion when they perceive it as pertaining directly to them (when non- white students talk in class only when they feel connected via experience it is not aberrant behavior). Students may be well

versed in a particular subject and yet be more inclined to speak confidently if that subject directly relates to their experience." Thus, by presenting the whole Black community we can show how diverse it is also draw in the students who may have a particular interest that they did not know about in the Black community. For example the Porters Union in Canada is one of the oldest Black Unions in Canada and might appeal for study to those interested in social justice and unionism.

The Ontario College of Teachers Additional Qualifications Course noted, "The roots of systemic racism can be detected in histories of colonialism and enslavement, and their ongoing legacies reinforce the attitudes and stereotypes that reinforce anti-Black discrimination. To make change, educational spaces should be conditioned to encourage renewed understanding of the lived experiences of people of African descent." We do this by bringing to life the stories of the diverse Black culture we have here in Canada. I like using the Heritage minute model where we can start with the examples,

Chloe Cooley

https://www.youtube.com/watch?v=cLPMlNSQjOg

Viola Desmond

https://www.youtube.com/watch?v=ie0xWYRSX7Y

Underground Railroad

https://www.youtube.com/watch?v=DZStWWVqkh0

Black History Month

https://www.youtube.com/watch?v=np_jD0YUQrw

Then having the students research and create their own heritage minute. This brings hisotry to life and can be used to show during school and community events to highlight and bring understanding about the Black community in Canada and locally. I agree with Funke Oba when she noted,The annual Black History month school assemblies is fading away with February. The 2022 theme picked by the Canadian government for Black History Month, “February and Forever: Celebrating Black History today and every day,” itself is an admission that Black history month is currently a performative annual ritual." Again to counteract this we need to show the diversity of the Balck community that they exist beyond one month a year! They contribute and are an essential part of the fabric of Canadian history. Black African history IS Canadian history. Unfortunately, Canada was an essential part of the beginning of Aparthied in South Africa and bares responsibility by providing a road map to segragation by the horrible Reserve System for Inidigenous People created in Canada. But on the flip side Canda was also a forrunner of trying to convince South Africa to abandon the racist policy with the Black Canadians at the forefront of that movement.

We are making some strives as was pointed out by ETFO, "There is a need and a demand for wellwritten, student-friendly books on African Canadian history. The Sankofa Black Heritage Collection is long overdue and worth the wait. It will definitely be a valuable addition to school libraries and classrooms." As teachers we need to remain vigilant to ensure that we find materials that are good ones and develop a network fo teachers to help witht he evaluation and incorporation ofthe materials into our teaching practice. I currently teach Social Sciences and Humanities and am proud my Professional Associations, OFSHEEA - Ontario Family Studies & Home Economics Educators' Association & OHASSTA - Ontario History and Social Science Teacher Association both have excellent professional developemnt and resources for use in the classroom with an Anti-Black racism focus. When Aya Al-Hakim noted, "Stories of Black excellence’ missing from Canadian history: educators: ...The stories of Black excellence is what’s missing in how Black history and education is taught in schools … across Canada" We do have an obligation to highlight the successes and highlights of the Black experiences along witht he struggles. It is not balanced and real reflection if we focus on one or the other. the History and current cultural expereicne has to have the good, bad and ugly to be reall and engaging in my experience. I strive to have that in my classroom every day.

Joe

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A) How do school leaders excavate Black stories of resistance? How do we organize and amplify these stories?

When I think about how school leaders can excavate Black stories of resistance, I realize it's not just about finding the stories but creating an environment where these stories can be shared, valued, and respected. As educators and leaders, we must look beyond traditional textbooks and make room for the lived experiences of Black students, their families, and communities. These stories aren't just about struggle, but about resilience, joy, and brilliance in the face of adversity. To truly excavate these stories, school leaders need to actively listen to Black students and educators, engage with the communities, and work closely with local historians and cultural groups who can provide deep insights into the untold histories of resistance. These stories are all around us, but they’ve often been silenced or ignored, and it’s up to us to give them a voice.

Once these stories are uncovered, organizing and amplifying them is essential. In my own practice, I’ve come to appreciate how impactful it can be when students see themselves represented in what they're learning. Whether it's through literature, art, history, or even current events, incorporating these stories into the curriculum helps make learning more meaningful and connected to students’ identities. But amplification goes beyond the classroom. For instance, organizing community events, storytelling nights, or even digital platforms where students and families can share their personal narratives ensures that the voices of resistance are not only heard but celebrated. By bringing Black voices to the forefront, we’re encouraging students to take pride in their heritage, and they can see that their stories matter in a very real, tangible way.

B) As school leaders, how do we mobilize them for collective change?

In terms of mobilizing these stories for collective change, I believe it's about using them as a catalyst for action. School leaders should not only use these stories to educate students but also to challenge the systems that have allowed anti-Black racism to thrive. This could mean reviewing school policies and practices to ensure they don't disproportionately affect Black students, providing professional development for staff to better understand anti-Black racism, and incorporating restorative justice practices to address harm in the community. These stories can serve as a reminder that change is not only necessary but possible, and that we, as educators, can be agents of that change.

One of the most powerful aspects of this process is the sense of collective empowerment it creates. When we bring Black students, families, educators, and the broader community together to share and reflect on these stories, we create a united front in the fight against systemic oppression. As leaders, we have the responsibility to help guide that collective energy into meaningful action. This could involve creating mentorship programs for Black students, implementing curriculum changes that reflect the contributions of Black Canadians, and ensuring that Black students have access to the same opportunities as their peers. By doing so, we’re actively working toward dismantling the very structures that perpetuate inequity.

But perhaps the most important takeaway from this work is that it requires long-term commitment. It's not about a single initiative or a short-term fix, but about cultivating a school culture that continuously evolves and supports Black students. This could mean setting up ongoing support systems that ensure Black students feel safe, seen, and supported, both academically and emotionally. I believe school leaders have a moral responsibility to push for policies and practices that create lasting change. We must keep engaging in this work and ensure that it becomes woven into the fabric of everything we do.

Here again, excavating and amplifying Black stories of resistance is just the beginning. School leaders must be intentional in mobilizing these stories, not as a means of tokenizing Black history, but as part of a larger movement toward systemic change. We have the power to inspire our students, to give them the tools to challenge the world they live in, and to help them realize that their history is rich, their voices are powerful, and their futures are limitless. By committing to this process, we are not only supporting Black students but enriching the entire school community.

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1. Toronto District School Board - Celebrating the Voices of Community

As someone who has had the priviledge of completing part 1 of this AQ at the Toronto District School Board’s Centre of Excellence for Black Student Achievement, I witnessed first hand how much of a necessary and overdue initiative this is for our education system. "The Centre of Excellence for Black Student Achievement is a fulfillment of a promise to the diverse Black communities in the Greater Toronto Area and beyond," as Karen Murray aptly noted. This initiative is the first of its kind in K-12 education in Canada, and it offers an intentional focus on Black joy, brilliance, excellence, and success as we dismantle anti-Black racism. The Centre's work embodies what is so often missing in the educational system, an affirming space for Black students to thrive.

The Centre’s emphasis on amplifying student voices resonated with me deeply. As Karen Murray shared, "We designed, implemented, and facilitated learning that addressed the importance of affirming students' sense of belonging and building a curriculum that reinforces a positive identity." This is critical because too often, decisions are made about students without consulting them or their communities. Here, however, the Centre ensures that Black students, their families, and their communities have a voice in the process of shaping meaningful change. As an educator, I felt inspired by this approach, reminding me of the importance of creating spaces in the classroom where all students feel heard, valued, and supported.

In addition to its inclusive approach, the Centre's work challenges us to recognize that addressing anti-Black racism is not just about intentions; it is about action. As educators, we must be intentional in the ways we create inclusive learning environments, ensuring that students see themselves reflected not only in the curriculum but in the relationships they build with us. The Centre’s actions serve as a powerful reminder that positive change is achievable through consistent, collaborative efforts.

The artwork titled “Ascent Towards the Light”, designed by Robert Small, is one that I display in my classroom. An image that perfectly encapsulates the essence of the Centre. The image of the young girl standing in front of the mountains represents the strength, confidence, and resilience of Black youth as they overcome adversity and reach for the light of their hopes and aspirations. This powerful visual reminds us that despite the challenges, there is always the potential for success, especially when we create spaces that nurture and uplift students.

I am proud to have witnesed first hand, not only, the work being done at the Centre, but having had Karen Murray as my instructor for part one, I feel inspired to take action in my own practice. As Karen says, "this initiative is not just about improving outcomes for Black students; it is about creating an educational space where they are seen, heard, and supported in reaching their full potential". The Centre of Excellence is helping us realize that change is not only possible, but it starts with each of us committing to do better.

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JPG - Module 3.3 - Ujima (Collective Work and Responsibility) - Collaborative Inquiry - Black Activism and Agency In Education

As we learned from Paulo Freire's book "Pedagogy of the Oppressed" the systemic marginalization of Black students is not only real but well alive within Ontario’s education system, as outlined in A Call to Action: Stems Abuse of Black Students Within Ontario’s Education System, is deeply concerning. The documented racial abuse, isolation, and bullying that Black students endure is not just an issue of individual incidents but a reflection of entrenched systemic racism that must be actively dismantled.

The issue of Black students being separated from their non-Black peers, both physically and socially, is particularly disturbing. When, we as educators contribute to this isolation, whether through explicit actions or implicit biases, (micro-aggressions) they reinforce a culture of exclusion that normalizes racial hierarchies within the classroom. Furthermore, the mimicry of white supremacy by non-Black students in the form of bullying and cyberbullying significantly increases the emotional harm Black students face, making school an unsafe space rather than a place of growth and belonging.

In my opinion, one of the most critical steps in addressing this issue is ensuring that educators are held accountable for their role in shaping school culture. Anti-racism training must go beyond performative measures and deeply challenge the biases that result in Black students being ostracized. Additionally, school policies must reflect a zero-tolerance approach to racial bullying, with clear consequences and supports in place for victims.

To create meaningful change, student voice must be prioritized. Black students need safe spaces where they can share their experiences without fear of dismissal or retaliation. Schools must also foster a culture where allyship is actively encouraged among non-Black students to dismantle cycles of learned oppression.

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1. How do school leaders excavate Black stories of resistance? How do we organize and amplify these stories?

First off, it is now mandatory for Black history to be taught in schools (YES!) At my school we have an Anti-Black racism club and I would use that club to help raise the profile and the History of Blacks in the Ontario context. We have a loyalist settlement and close to our school and I would invite and liaison with them and the other local Black resources. Creating the opportunity For Black pride and education of the community would be a goal. The authentic nature of delivering the form the school anti-Black racism club with funding and support from our school leadership would be the most affective way of getting messaging and respect for our Black community within the school community.

2. As school leaders, how do we mobilize them for collective change?

AWARENESS, and support for understanding that has legs. We cannot afford to have 'lip-service" to anti-Black racism. We have to collectively do something about it!

1) AWARENESS

2) EDUCATION

3) CALL IT OUT & DEAL WITH THOSE WHO PURPETUATE ANTI-BLACK RACISM.!

As Martin Luther King noted, "We will have to repent in this generation not merely for the hateful words and actions of the bad people but for the appalling silence of the good people." WE MUST ENGAGE AND SPEAK UP TRUTHS!

Joe

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Ontario introduces mandatory Black History learning

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Streaming of Black students from Kindergarten...

I am of mixed minds on this because I fully recognize the horrors of streaming being done to persons of colour and new Canadians with Blacks in particular. I fully recognize the importance of giving everyone the most opportunity that their talents allow in a safe and supportive manner. I agree that the education system has and still in many places. "... begins the process of streaming Black children into behavioural, remedial, and locally developed (below basic or general) programs. This streaming, or funneling, of Black children destroys their self-esteem and confidence and puts them on a trajectory of poorer educational outcomes." I agree that the system in many cases ensures that Black students are trapped in lower academic levels and thus denied their full potential as they do not have the pre-requisite classes or pathways to go to college or university.

My issue is with how the current government is using this issue as shield to actually take money and supports out of the system by saying those that do not agree with their plan are racist. I was on the OSSTF local bargaining team when we were tasked with incorporating the De-streaming of high-school classes in our collective agreement. Philosophically no one on the table team were against destreaming . The problem comes to when you have class sizes. Before destreaming we had class sizes for Locally Developed 22, Applied Level 28 and then academic level 35. The government insisted that automatically all classes went to 35 students with no negotiation. So for the government it was not about equity more than money savings by having more students in a classroom eliminating jobs. In the Secondary panel I would be more supportive of Destreaming if the lower class sizes were there to support the academic achievement of all students.

Joe

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ON360 The Case for De-Streaming in Ontario Schools

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3.3 Ujima (Collective Work and Responsibility) - Collaborative Inquiry - Black Activism and Agency In Education

I picked the Simcoe County District School Board to discuss because of a few years ago introduced Black Grad Coaches. The Board stated that, "The role of the Graduation Coach is to provide support to students and act as a mentor/advisor and help identify barriers, intervention points, and facilitate access and referrals to academic support and community and school resources, providing integrated support for student achievement and well-being." It was also a manner in which to introduce more Black staff into the schools to have the staff better reflect the community as the teaching staff in many of the 16 high schools in the county do not have a single person of colour on staff. In my roles in OSSTF in the past we did try to address this with limited success. As well it is hard to recruit Black teachers when very few apply and we have tried to see ways to make openings particularly in the south end of the county to help with recruiting Black staff form the greater Toronto area.

The Black Grad Coach program has been a tremendous success. Although there was friction in the beginning as Guidance and Student Success staff had no training on how to integrate Grad Coaches into the school. As well, sadly in a few schools the Grad Coaches exposed a system of exclusion and racism which held Black students back and they had been counselled into limited career paths and lost opportunities that they should have had. The Grad Coaches took the role that Parents of Black Children (2025) advocate for, "Our focus is intentional, to eliminate anti-Black racism and de-colonize the education system. We support parents as they advocate for their children, and navigate the education system." But they had the place from inside the system to make real change and bring reform. As well, Anti-Black racism groups sprung up over night in all the schools, PD was started with all staff and solid relationships through the Black grad coaches grew stronger within the system and the greater community.

The Parents for Black Children (2022) Report: A Call to Action noted, "Yet despite understanding the violence and trauma that anti-Black racism inflicts on Black students and their families, there are few accountability measures within the Canadian educational system to protect Black Children." At one school in particular this was very evident in my school board. Once the Black Grad Coach was established inside the system they were very quick to identify the issues and articulate them to the Board. Fortunately we had a new Superintendent from the Toronto District School Board who had no attachment to old practices or the politics that had allowed that situation to continue. Administration, teachers and support staff were given due process and some were demoted, disciplined, transferred and fired for the actions. Accountability has come to Simcoe County District School Board.

A staffing and policy review was completed by an outside firm and the results rather stunning. https://cdnsm5-ss14.sharpschool.com/UserFiles/Servers/Server_210898/File/Human%20Rights%20and%20Equity%20Office/EEAP/SCDSB-Employment-Equity-Audit-Report.pdf There is still much work to do in the Board and the new Diversity, Equity and Inclusion Department is busy doing that work. The Board has since expanded the program to include LGBTQ2+, and Indigenous Coaches as well.

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Parents of Black Children (PoBC) is an advocacy group formed to support and address issues related to the success of Black students within schools. The group started as a collective of parents from York Region, but offers support and advice to families across the province. We are working to ensure that our Black children can meet their full potential and achieve success in their educational outcomes.

PoBC is a safe and supportive place for parents and Black students to share their experiences and issues within the school system and develop strategies and recommendations to improve the experience of Black students within schools.

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Parents of Black Children | Parents of Black Children is a commitment to advocating and ensuring that all school boards and independent and private schools in the region meet the educational, emotional safety, wellbeing and physical needs of Black students.

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Parents of Black Children (PoBC) is an advocacy group formed to support and address issues related to the success of Black students within schools. The group started as a collective of parents from York Region, but offers support and advice to families across the province.

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1) What are the manifestations of anti-Black racism in schools?

As the young people expressed in the video "Black students speak out about the racism they face in school" anti-Black racism in schools manifests in a variety of harmful ways, some of which are deeply entrenched in school policies and practices.

As outlined in the 1992 Stephen Lewis Report, one of the most glaring manifestations is the exclusion of Black histories and contributions from the curriculum. This lack of representation fosters a sense of invisibility and marginalization among Black students, reinforcing stereotypes about their intellect and worth. Another form of anti-Black racism is seen in the over-surveillance and criminalization of Black students, who are often disproportionately targeted for disciplinary action, including suspensions and expulsions. This systemic racism is often exacerbated by biased evaluation methods, where Black students’ abilities are underestimated or misjudged, resulting in limited academic opportunities. Additionally, in both the 90s and today, the school environment can perpetuate negative stereotypes and prejudices through teacher attitudes, classroom dynamics, and peer interactions. These stereotypes lead to discriminatory practices, such as lower expectations and microaggressions, which prevent Black students from achieving their full potential.

2) What similarities/differences do you notice of anti-Black racism in schoolsfrom the 1990's to present day?

Fram what i read and saw in doesn't seem like much as changed, in fact anti-Black racism in schools from the 1990s to today share many common themes, such as the call for equitable representation, the dismantling of biased educational policies, and the fight for racial justice in education. In the 1990s, as highlighted in the Stephen Lewis Report, the focus was on identifying the systemic nature of racism in schools, especially in terms of curricula, assessment practices, and surveillance strategies. Dr. Akua Benjamin’s work brought attention to the term “anti-Black racism” to address the deeper, institutional forms of discrimination that were often overlooked.

In the present day, while there has been significant progress in acknowledging these issues, the discourse has shifted to more nuanced discussions about how to actively dismantle these systems. Black students today are more vocal in their advocacy, utilizing social media and other platforms to share their experiences and demand change. There is a broader focus on intersectionality, recognizing that anti-Black racism is often compounded by other factors like gender, class, and ability. The conversation around anti-black racism has also expanded to include discussions about mental health, the need for culturally relevant pedagogy, and the importance of creating safe and inclusive spaces for Black students. While the narrative has evolved, many of the underlying issues remain unchanged, suggesting that systemic racism continues to be deeply embedded in educational institutions.

3) How might you reimagine schooling to centre and serve African, Afro-Caribbean and Black learners, families and communities in your role as educator? In my opinion, reimagining schooling to better serve African, Afro-Caribbean, and Black learners requires a radical shift in how we approach education. First and foremost, Black students, families, and communities must be actively included in the decision-making processes that shape their educational experiences. This means moving away from tokenistic inclusion and towards genuine collaboration with Black communities to co-create an educational environment that is reflective of their needs, values, and aspirations.

To center Black students, the curriculum must undergo a transformative overhaul. It should reflect the diverse histories, contributions, and cultures of Black communities, not just as an add-on or afterthought, but as an integral part of the broader narrative. Educators can work alongside Black families and community leaders to ensure that the curriculum addresses the lived experiences of Black students and highlights the resilience and achievements of Black people throughout history. This approach not only empowers Black students by validating their identities, but it also educates all students about the rich diversity within Canadian society.

Here again, schools need to prioritize culturally responsive teaching practices that acknowledge and respect the diverse ways in which Black students learn. This involves using teaching strategies that resonate with Black students’ cultural backgrounds, drawing on diverse forms of knowledge, and creating an inclusive classroom environment where all students feel valued. To avoid some of the things that we heard on the CBC interview, teachers should be trained to recognize and challenge their own biases and to create classrooms that celebrate diversity rather than perpetuate stereotypes.

Beyond the classroom, schools must also provide spaces for Black students to develop a sense of community and belonging. This could involve fostering mentorship programs, cultural events, and extracurricular activities that specifically address the needs of Black students. Schools should partner with local organizations to provide resources and support for Black families, such as counseling services, academic support programs, and advocacy networks.

Finally, the role of educators is not just to teach, but to actively challenge systemic inequalities within the education system. Educators must be allies in the fight for racial justice, advocating for policies that address inequities and working to create a school culture that values the dignity and humanity of every student. By centering the voices of Black students, families, and communities, we can begin to reimagine a schooling system that truly serves and uplifts African, Afro-Caribbean, and Black learners.

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2.3 I will do the 1990's..

As the Black Health Alliance noted it is important that, "The term ‘Anti-Black Racism’ was first expressed by Dr. Akua Benjamin, a Ryerson Social Work Professor. It seeks to highlight the unique nature of systemic racism on Black-Canadians and the history as well as experiences of slavery and colonization of people of Black-African descent in

Canada."  The term was used in the Stephen Lewis Report (1992) was crucial at the time as it was the report that was created to try to finally do some work to address the disproportionate police shootings of Blacks youths and the systemic racism which was pervasive in all areas of government especially education. "It is Blacks who are being shot, it is Black youth that is unemployed in excessive numbers, it is Black students who are being inappropriately streamed in schools, it is Black kids who are disproportionately dropping out,..." Black have not been served well historically by the Ontario and Nova Scotia school systems. As noted by Natasha Henry (2019), "...blacks were denied equal use of public schools in Nova Scotia and Ontario, and this division was recognized by the law. The most important manifestation of colour prejudice in Canadian history is in education".

1. What are the manifestations of anti-Black racism in schools?

We have policies and procedures that are good to follow in the SCDSB, however, we just do not follow through. The apathy and the cowardliness to actually do something concrete is prevalent. Manifestations would not happen if people stood up and said no! STILL TO MANY BYSTANDERS!

2. What similarities/differences do you notice in the discourse of anti-Black racism in schools from the 1990s and the present day?

Similarities : Racism is the clear and present danger! The inability for us to root out some of the basic pieces to this are sad in the intervening 40 + years. We still have an apathetic society and education still has issues when dealing with Black students and discipline not being implemented in a fair and just manner. Of Stephen Lewis 4 points 1) Anti-Black racism is still pervasive 2) Policies continue to pay limited 'lip service' to the realities and are taking too long and often toothless and ineffective. 3) Tension is still here and we cannot wait to address concerns of the Black community. 4) The funding and desire to deal with Black issues came to the forefront after the George Floyd incident, but has been under attack by right-wing groups and even rolled back in some areas. As was noted in the Hamilton (1992) documentary, Blacks still struggle with Anti-Black racism in Nova Scotia and across Canada. The majority still often ignores the issue of Anti-Black racism as they think it is fixed.

Difference:

One can argue that has been progress on the four points of Stephen Lewis's report.

1) We are more willing to discuss Anti-black racism and work has been to arm educators with the historical context and lessons to support awareness and understanding.

2) Policies and procedures do now permeate the institutions and Human rights legislation and awareness is much greater than before.

3) Efforts have been made to address the tension with a focus on Black history and frank and open discussions about as a society as a whole we can move forward in a positive direction.

4) With the technological world we are in we have tools to spread the word and have resources at our finger tips.

3. How might you reimagine schooling to center and serve African, Afro-Caribbean and Black learners, families and communities in your roles as educators?

To attempt new ideas that are current but do stem from the 1990s such as Black only schools that offer a place to proud to be Black may have some benefits. The idea of Black grad coaches in the SCDSB has been a real game changer along you Black pride groups that are suggested in the Lewis report, " What we are dealing with, at root , and fundamentally , is anti-Black racism...The soothing balm of 'multiculturalism' cannot mask racism, so racism, cannot mask its primary target." That has not changed. We must not allow for Blacks to be , "...engaged and in yet another reporting charade." amongst an environment of "apprehension and fear". Having clubs and supports in place we can address the issues and overcome problems and move beyond the issues to solutions.

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As I reflect on my role within the education system and its ability to address anti-Black racism, I realize that it’s essential to consider both my individual actions (acknowledging my white privilege) and the collective responsibility I share with others in my community. The principle of Ujima (collective work and responsibility) reminds me that I’m part of something much bigger than just my classroom or my own teaching practice. It’s about creating a community that actively works toward dismantling the systems of oppression that impact Black students, families, and communities.

On a personal level, here again, I recognize that as an educator, I have both a privilege and a responsibility to directly impact the lives of my students. Addressing anti-Black racism within the classroom starts with creating a space that is both safe and affirming for Black students, where they feel valued, heard, and seen. I try to reflect on my teaching practices and question if my curriculum and classroom environment might unknowingly perpetuate bias or stereotypes. Are my teaching resources/materials culturally and historical relevant? I also think about how I can be more intentional in highlighting the contributions of Black individuals, not just during Black History Month but year-round. This isn't just about teaching facts; it’s about creating a culture that celebrates the diversity and richness of Black history and experiences in an ongoing way.

However, I know that my actions alone aren’t enough to create lasting change. The fight against anti-Black racism is not something that can be solved by individual effort alone, and that’s where the principle of Ujima becomes even more crucial. We must work together; educators, students, families, and the wider community, to challenge the systemic inequities in education. In my opinion, this means advocating for policies that are anti-racist, supporting the implementation of culturally relevant pedagogy, and ensuring that Black students not only have access to quality education but are provided with the resources and support they need to succeed and thrive.

Personally, I’m committed to continuing my own learning about anti-Black racism, recognizing that it is an ongoing process. It’s easy to become complacent and think that “doing enough” is enough, but Ujima teaches me that we must continually engage, reflect, and improve—together. By working collaboratively with my colleagues and students, we can ensure that the changes we make are sustainable and meaningful, creating a system where all students are treated with the dignity, respect, and opportunity they deserve.

Ultimately, Ujima calls on us all to be proactive in our roles, to not just speak out against injustice but to act on it collectively, and to be accountable for making systemic changes. In doing so, I can contribute to building an education system that is truly equitable, where anti-Black racism is actively confronted, and where all students are empowered to reach their full potential.

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1. 3 As a leader at first I thought that Anti-Black racism was an issue that we just work through in our own classrooms and control there.   Now I think, the issue has to be addressed by the community, with strong communication, ally building, and based on the Ethic of Care.  The Nguzo Saba principle Ujima speaks to collective work and responsibility. We have to go beyond the poicies of the Human rights Code, Ontario Anti -Racism Act, And Ontario College of teachers' and Scool Board Polices. All of which are important but mean nothing if implementation happpens system-wide. No more working diligently alone trying to ensuring that change happens, no more lip service, no more good people standing back and doing nothing! I need to create positive change in my own classroom while supporting sytem change outside my classroom.

Joe