[Tarena]

The research findings consistently demonstrate that black youth and their families are disproportionately overrepresented in the criminal justice system, in the child welfare systems, and are more likely to experience suspensions in the education systems than their white counterparts. These examples are only some of the ways in which research demonstrates that there is systemic mistreatment that is rooted in anti-black racism resulting in the perpetuation of violence and marginalization of black youth and their families. It is so important then as youth workers to actively denounce anti-black racism, to believe our black youth and their families, and to provide services through a trauma informed lens that is culturally sensitive. Research demonstrates the issues that exist, and so we have a huge responsibility to use the knowledge that we are learning of black experiences to consider the sociopolitical experiences of black youth and their families, to be active allies and to listen to the voices of black youth and challenge everyday practices rooted in anti-black racism, in an effort to better serve black youth and their families.

[Joanne]

So well said. The research exists. We need to challenge institutions that put up barriers to change and say that we need to collect data. The data, the research exists. We need to be open to accepting it, taking responsibility for our actions in perpetuating the issues and then, not stop there, actively make change.

[Raven]

Fantastic insight!

I agree. I also believe that the evidence clearly shows there must be a large number of racist individuals who have such power and control within these systems, in order for this mistreatment to even be able to follow through.

[Marc]

One thing from module 2 that I keep coming back to is from the masculinity lecture.

Early in the lecture a youth is quoted discussing the need to make a choice between success and separation from family and community in order to do so. The lecturer discusses the dynamics of unfairness with having to make that choice and choices like it. Another young person discusses needing to put his aunt’s address on job applications for a similar reason.

Then near the end of the lecture a youth talks about not seeing examples of that kind of success in his neighbourhood.

The systems in place encourage young people to separate from their community in order to achieve societally deemed forms of success but separation also creates a distance between “successful people” and youth wanting mentors and examples.

It reinforces negative narratives of neighbourhoods and reinforces whiteness in doing so.

I don’t have a solution for this but I do work in a college in a major city in Ontario with Black young adults – many of whom do use education towards successful outcomes. I hope to bring this point up with allies at my workplace going forward and see if there is any interest from my students in perhaps finding ways to connect on this problem. To help show strengths to younger folks.

[Mitch]

I am curious about what kind of research can be done to help validate the experiences of the youth so that a case might be made to invest in communities differently? I also wonder if working in a college may position you uniquely to listen to the stories of Black youth there and where you might be able to support a research based process/project that is led by Black youth at your college. This piece comes back to me as I work in health promotion and feeling how intentional and heartbreaking the separation is for many youth. And I’m reflection on a mistake belief that it is necessary in order to achieve success. The cost is too high and the loss/disconnection of community and culture is too great.

[Raven]

Fantastic question Mitch.

[Amy]

Knowing that many black youth statistically have a lower rate of high school completion and how streaming is still a thing where their talents can be underestimated and future opportunities can be diminished by this process, it’s important to have real in depth discussions with youth where we assume their success and hold high expectations for them in their future pursuits. To really discuss the pros and cons of taking certain classes, check back in with their goals and let them know the groundwork they have to lay now to achieve their dreams. Let’s look at the research of why these youth are disengaged and fill in the gaps. Let’s assume all of our black youth will go on to post secondary or training opportunities and let them know how to get there step by step. They may require greater support and encouragement to persist in a system where they are not as visible, their history has been concealed and they’ve been met with low expectations. Let’s also take advantage of mentorship opportunities for them, getting them connected with prosocial activities, advocating for more supports in and out of class to increase their chances of success.

[Sarah]

We can draw on the research findings on mental health to highlight and challenge the impact of anti-Black racism on youth and families such as higher levels anxiety, severe depression and anger as well as more vulnerable to develop anxiety and trauma related disorders. Alongside the research demonstrates heightened negative psychological stress response, increased physiological stress response, hyper vigilance and increased participation in unhealthy behaviours for Black youth and families. We can also see Black families losing more of their children through crime, incarceration and child welfare systems.

[Raven]

For sure! The mental health stigma within black communities strongly need to be addressed. Black youth especially are provided little to no support in relation to their mental health because of such prejudice thoughts on black individuals and their mental health.

[Sureka]

There is quite a lot that we can see from the research and see where the gaps are. We have to be aware on how the system has been a barrier. From there acknowledge the gaps and listen to how the youth would like your help. We have to challenge things that are known to be a barrier and we can use the research to help us in that. What is important is turn this from paper to action. From the lectures that were provided, it’s important to create an open and safe space for youth and their families. From there, I believe this will allow service providers to create a trusting and hopefully a positive relationship with them. As it was mentioned in one of the lectures, one size does not fit all and it is important to understand that every person has their own unique story and experience.

[Raven]

So agree Sureka, I’m always here for promoting awareness. I believe awareness is key in achieving any type of change or shift in the barriers that black youth, families and their communities face.

I also really appreciate your point reflecting back on the lectures and how they stated that one size does not fit all. I believe that, that is also an issue that various programs and organizations are guilty of; treating every youth and their situations the same, therefore providing everyone with the same support and help regardless of their experience which can be problematic.

[Melissa]

I am a huge proponent on knowledge translation and mobilization. While the research may exist, there needs to be ways to roll out findings and implement best-practices. To me, we need to do better at moving from knowledge to action when it comes to what we know and have known for a long time regarding the health outcomes of Black youth. One research finding that has stuck with me and that I have already used in my work from this program was the fact that black youth are more likely to enter the mental health care system through the (in)justice system via police involvement. The way I used this was I positioned this stat as a way to not only showcase injustice, but also inefficiency resulting in more complex care needs (using the masters tools to dismantle the masters system here!).

[Raven]

Agreed 🙌🏾

I can definitely relate. In my own work I too notice that the limited number of black youths I’ve worked with have reached out to our services/programs from some type of legal factor such as police involvement and/or the child welfare system.

I believe another question to think about when it comes to this stat would be how do we now implement the best services and programs for black youths and their families who do enter into these mental health services through the injustice system.

[Amanda]

After completing the lectures, the use of research could be used to highlight the impact of ABR as there is an over-representation of Black youth within the criminal justice system. From the view of a new youth worker, this would vastly impact communities, families, reinforce already rooted systemic racism, and the mental health of the youth. I do not directly work with Black youth, but recognize from this certificate the change and re-structuring within systems that needs to happen.

[Raven]

Glad to hear that the lectures from this platform allowed you to reflect on the impact that reconstructing the criminal justice system, as well as others, can have on the Black communities.

The lectures also helped me reflect on different ways in which my workplace can better support these high rates of Black Youth within the various government systems.

[Katarina]

In order to move from research to practice, I think we also need to consider how to have difficult conversations about race and racial injustice. This toolkit outlines ten practices that may be helpful in pushing for organizational change (and getting others on board).

[Maha]

Thank you for sharing this toolkit, what a great resource! It is especially helpful when conversations about racial data, research, and implications can be difficult to approach. While dissemination of race-based research and knowledge is essential for change, it can be a daunting process. Self-admittedly, sometimes uncertain thoughts arise such as ‘Can I do justice to this topic?’ or ‘Someone else can probably say this in a much better way’, and that self-doubt can take away from the opportunity to express and raise awareness about significant social challenges. What I really like about this resource is how it clearly outlines steps to take to avoid side-stepping responsibility while keeping BIPOC as the center of the focus. As mentioned in the final week’s module, the onus of repair and reparation cannot and should not be avoided due to feelings of discomfort or the ease of inaction.

[Erika]

Using Race Based Data as a Tool is important to bridging the gaps that are found within the data. This data, if used appropriately, will bring attention to systemic racism but will also give the black youth and their families an opportunity to receive services that would address their needs. It will also challenge the educators, health providers and society as a whole to use reflective practices on how to change how they interact with black families and the youth.

[Raven]

For sure! It will show black youth and their families that their being heard and then later provided exactly what they needed.

[Jae Woong]

I have found that it is very crucial to have qualitative analysis in research to address and highlight the negative impact of anti-Black racism on the communities. However, I do not think having the only scholarly research finding is enough to highlight the current anti-Black racism influence on youth and their families. I found there is more need to use social media and create webinars to acknowledge the existence of racism toward Black people. I found allyship is very crucial.

It is very important to be aware of creating possible stereotypes and misinterpreting the Black population during the research.

I have found digitalizing the barriers that each Black youth experiences will help to address the impact and challenges of anti-Black racism in the community.

It is very important to include a comfortable and safe space for Black youth to express their difficulties and feelings. More researches should be addressed for the anti-Black racism in society and be aware of creating the possible prejudice toward the Black population. It is important to include more perspectives from the Black youth and put less influence on the researchers’ perspectives.

[Raven]

Great point Jae! You might be right; just having scholarly research findings is not going to be enough to actually focus on the current racism black youth and their families are experiencing. I feel like social media platforms have very much advanced in their ability to provide accurate information of what’s truly going on in the world. Platforms such as Facebook and Instagram, in my opinion have now become the “young peoples news”, which definitely has it’s own advantages in being able broadcast as well as educate people on what’s going on around them.

What you said about being aware of creating stereotypes and/or misinterpreting black youth through the research process, reminded me of a research summary I recently read, https://youthrex.com/research-summary/youth-participation-in-qualitative-research-challenges-and-possibilities/

which highlighted some challenges researchers should be aware of when conducting their findings. I completely agree with you, one way to maybe limit these challenges could be to focus more on gaining those perspectives directly from black youth themselves.

[Mike]

I’m just going to offer some inconclusive thoughts here. As a white service provider who works with Black youth I can definitely benefit from the research because I do not have lived experience with racism. If it weren’t for this kind of research and being educated by the youth that I work with, I would be pretty oblivious to the fact that racism even exists in Canada, as many white people are. On that point, the biggest challenge that I have come up against so far is talking to my white family and community members who refuse to talk about race. Here is where I think research has its limitations. When I disagree with someone, I tend to try to convince them by providing strong arguments. Although this tactic *may* win in court or a debate, it is actually in my experience, not very useful when convincing white friends and family members that they are in fact privileged and complicit to white supremacy. This has been my experience when trying to talk to my family about any social justice issue: I provide strong arguments, and they feel attacked, so they regress even further into a defensive stance and shield themselves with conservative ideas. I have learned that, instead of strong arguments, telling stories about real people can have a very positive impact when it comes to changing minds. I was really happy to hear about the book Brother by David Chariandy in this module, and have started reading it. I find it very useful to have these kinds of stories to tell white people, to bring them into the conversation by connecting their hearts to the data. I’m not saying that research isn’t useful–it is extremely useful especially for those of us who want to learn, unlearn and do better– but in my efforts to engage the white people that surround me in critical conversations about race, I have found that it’s good to pair strong arguments with compelling stories, to connect to the basic human empathy that I assume we all have, and start there. Also, just a little afterthought, I also feel that research can be empowering. I have learned from BIPOC in my life that reading this kind of information can shed some light on negative lived experiences and help one feel less isolated and more connected to a bigger cause of social justice, and from this place of increased awareness, take steps to become even stronger and advocate for themselves and their community. I can also say from my own experience that the more I read, the more I have been able to deal with my own negative feelings as a white person trying to deconstruct and rebuild a more positive and healthy identity. Again, very inconclusive, I’m still learning and wanted to share where I’m at.

[Katie]

This is a wonderful response Mike. You have captured my thoughts and feelings exactly. I found myself getting very frustrated speaking with friends and family about what I am learning in this course, as I noticed that they would immediately revert to a position of defensiveness. I shared some of the history with them from Module 1 about how many of the Loyalists who came to Canada with a promise of land and a better life eventually left because they encountered discrimination and broken promises instead, and my family was shocked (as shocked as I was to learn this). There is a lot of learning and unlearning that we need to do as white people in this country, and I agree that personal stories that we can connect to emotionally are the way to start.

[Katarina]

This is a really interesting point, and may actually be supported by research! I listened to a podcast recently that discusses the idea of psychic numbing (when we feel indifferent to the suffering of large number of people). The guest, who is a psychologist, suggests that emotion (stories) may have a much bigger impact on our decision-making than seeing the numbers (statistics). The episode looks at “why 500,000 COVID-19 deaths may not feel any different” but it also touches on how stories can create windows of opportunity that spur people to act.

[Uzo]

Fascinating! Thanks, Kat

[Uzo]

Thanks, Mike. Your “inconclusive thoughts” are definitely very insightful. I agree that stories are very powerful in communicating the ‘humanness’ of how oppression is felt by others in a way that just facts and stats might not be able to do.

[Alicia]

What concerns me where I work is that we have research and recognize the institutional racism that exists. It is used in meetings and webinars, seminars etc. However, the system has not and is not changing. It has changed “terms” used and “structures” of certain programs but essentially it is all talk and no action. It’s a bait and switch…dressing something up and calling it something else…. I am seeing individuals who are making personal efforts to make changes but unfortunately, the “system” has remained unchanged.

[Danielle]

Agreed

[KELVIN]

It’s such a sad truth that a lot of us have observed similar things. Often people/systems/institutions who NEED to take trainings like this one are not the ones who are actually doing them. I think in general how we use research findings to change the impacts of racism takes two routes – “bottom-up” and “top-down”. Trainings like this one help us individuals to challenge ourselves in order to make internal and interpersonal changes in the right direction. When enough of us are able to do that, we hope that it would be enough force to drive systemic changes (bottom-up). However, it is equally, if not more, important that those decision-makers high up should also be educated in how racism is not an individual act but a systemic, institutional and historic issue (top-down).

[Georgina]

Yes! I appreciate your comparison Kelvin and I sympathize Alicia. Because this certificate is for individuals a lot of us will have to go back to work places where the level of systemic change will be based on a larger bodies’ willingness to act (as opposed to talk). Fantastic modules like this one should be a launch pad not a check mark on a checklist. I agree with Katarina’s point further down that we have to use the toolkits and resources here to go into our personal, interpersonal and professional lives and advocate by having those conversations and challenging/exposing practices that are exclusionary and racist.

[Alisha]

I have been working in the youth emergency shelter system, we know that black youth are over represented in the shelter system, we know that many youth in the shelter system have contact with family services (CAS), and have contact with the legal system, and health care system. Some strategies that I’ve found helpful and that contributed to overall wellness are:

1. Make sure that there are appropriate hair care and skin products available to participants.

2. Ensure that there are staff that reflect the populations being served (this does not mean just in frontline positions, but also in management – aka those who are planning programming, developing budgets and implementing trainings for frontline staff, who are doing hiring, etc).

3. Ensuring staff have a strong understanding of intergenerational trauma & colonization and how this influences peoples experiences and their trauma responses. (ie: staff may use religion as a way to cope with difficult / challenging conversations with (black) youth, but perhaps religion was used as a way to demonize the 2SLGBTQ* community, and someone may experience some big emotions when this strategy is used – how staff reflect on that that reaction is important and can impact service; did this person “lash out” or was this a trauma response due to the impact of generational trauma / colonization?)

4. Acknowledging that racism exists and provide space to talk about it and validate it. This means both in both smaller and larger groups – creating space that is safe(r) for black you to talk about their experiences.

5. Advocating for youth systemically in institutions – draw connections to race / statistics in advocacy. I once was advocating for a black youth in the health care system, where his very serious health concerns were often dismissed as him not eating health enough, they refused to acknowledge social determinants of the health and the impacts living in poverty had on the individuals health.

5. Reflect on their experiences with them in a way that feels meaningful to them. In one of my work places, a group of young black men spent a lot of time in the office talking about their experiences in relation to race and used humour as a way to connect with one another and share their experiences. We had a very white-female identifying staff and there was an ongoing discussion around how black male was viewed in relation to white women and how those interactions continue to be criminalized (not just by police, but also white men and women)

[Andrea]

YES! Alisha, I echo your sentiments.

[Kathe]

Thank you for sharing these strategies, Alisha. They touch on so many different aspects of the work and where/how we can strive to effect change — one-on-one, at the program level, within our agencies/organizations, and within the system/sector, too. 🙂

[Jae Woong]

Recently, I have participated in a webinar organized by YouthREX.

The webinar is called “From Trauma-Informed Care to Healing-Centered Engagement: A Youth Work Teach-In with Dr.Shawn Ginwright.”

https://youthrex.com/video/from-trauma-informed-care-to-healing-centered-engagement-a-youth-work-teach-in-with-dr-shawn-ginwright/

I think this way of engagement will be helpful to positively engage with Black youth.

Healing centres-engagement will bring positive change for youth. I was impressed by Dr. Shawn Ginwright’s saying “trauma is systematic”.

This video is definitely interesting and helpful to support Black youth who face challenges.

[Li]

Thank you so much for sharing this! I think self-reflection is the first step in recognizing the problem.

[Kathe]

Thank you for sharing in the context of this discussion, Jae! 😀

[Haley]

I found it important that the lecture highlighted how social determinants can have an affect on Black lives. In the lecture it was demonstrated that poverty, racism, and impacts of community design are the top oppressive factors that lead to youth violence. I think it is important that we analyze how social barriers are what cause Black violence and not blame race.

What stood out to me was the quote used in the lecture: “This issue has been with us for ages – I remember people talking about changing this when I was a teenager. Nothing has changed.” (Survey respondent, qtd. in Logical Outcomes, 2014)

We need to learn from the findings of research in order for things to actually change. If nothing changes at a systemic level, then change will never reach Black individual lives. If we can break down social barriers, Black individuals will have a higher chance for success.

I think that in order to affect change we need to focus on deep seated beliefs that individuals have that can negatively impact Black lives. For example, like Jane Kitchen mentioned, micro aggressions are oppressive and perpetuate anti-Black racism but can be brushed off as jokes or misunderstandings when the people in power are not Black.

[Jasmyne]

Thanks for mentioning that the social determinants of health have an impacts on Black lives, Haley. To add onto that, it’s also important to (re)mention that anti-Black racism is systemic, structural, and interpersonal. Lecture 2.4 mentioned this fact, and I think it’s worth mentioning again because the factors that determine our health are dependent on how society is constructed.

To refer back to your comment, I agree. We definitely need to learn from the findings in research on Black youth mental health if we want things to actually change. More importantly, we have to advocate for change. There has been so much research done over the years relating to the Black community and Black youth; however, there has been little action taken. Yes, recommendations get made, but there is little follow through, and this was something that was also mentioned in Lecture 2.1.

As practitioners and community leaders, we are taking the right step in learning about what research says about Black youth mental wellbeing. Now is time to take action. We need to look at how we can amend systemic and structural practices and institutions through advocacy. We can use research and findings to construct action items to combat the impact ABR has on Black youth and their families. For example, we also need to ensure that Black youth voices are included in decision making and advocacy efforts.

Ultimately, the research we conduct and read can be used as the foundation for understanding challenges that Black youth face, but it shouldn’t be used as the definite solution. It should only be used as a starting point for future initiatives that include consulting Black youth on the best ways to advocate for them.

[Lisa]

I believe that allowing black youth and their families to participate in the full research process that involves quantitative and lived experience is essential in sharing the authenticity of their narratives. Non traditional methods to how service is delivered to youth when it comes to accessing mental health services, e.g. finding out what concerns youth have; doing art meaningful to youth; doing an activity that the youth has interest in and is not easily accessible usually to the youth and making sure youth have opportunity in meaningful paid leadership roles are strategies I believe will be helpful.

[Raven]

Well spoken Lisa, I agree that those strategies you listed would definitely be helpful when implemented in the lives of black youth and their families.

[Kathe]

I think we need to also ask what ‘evidence’ we legitimize, and whose experiences, whose voices, are not only included or reflected in research, but guide the development of research, all of which will impact the findings and the narratives that are surfaced and shared. Centering youth voice is critical, as is connecting research findings to priorities, actions, and strategies that connect directly to our youth work practice. ‘Mobilizing’ knowledge in these ways can perhaps be a strategy to challenge or resist.

The questions that we explore in our Evidence Briefs – short reviews of evidence-informed practices that can support the design, development, and evaluation of youth programs – do not always tackle systems-level change, but they do always consider the impacts of systemic oppression and injustice.

Given the question posed above, I’ll share here an Evidence Brief on The Impacts of Overpolicing on Black Youth, which includes five practices to support Black youth. How can YouthREX better support your work in accessing research and evidence to highlight and challenge the impacts of ABR on youth, families, and communities?

[Anca]

In reflection on this weeks’ module I appreciate the research that is being conducted into anti-Black racism, obtaining both anecdotal and measurable data about people’s experience in and within the structures that they face on a daily basis. Research is fundamental to better understanding the direct and longer term impact on individuals in our community. For example, we know that suicide rates in youth is the second leading cause of death in Canada, however there is limited to no data on suicide rates in Black children and youth. We know that people from some communities, ie Indigenous, LGBTQ2S, etc are at greater risk, however we rely on data from the US to better understand the impact on Black children/youth.

[Katarina]

That’s a great point, Anca. Race-based data is critical if we are to develop programming that better serves Black youth.

[Kristina]

Some strategies I’m using to draw on research in this area are:

– take a ‘day in the life’ of view of Black youth experience in our org, listening to their experience in combination with the research (thank you Knowledge Hub!) from when they walk in the door (do they see Black staff or peers? What micro-aggressions are common at our front desk and how can we change that? etc) to when they’re in activities (i.e. are Black youth funneled toward stereotypical activities like basketball rather than offered the spectrum of available options?) to how we support them long term (are we aware of the specific referrals and assets our communities offer of Black youth so we can make meaningful ‘warm hand offs’ etc). My mind works well when I approach system thinking in a chronological method, so this way I can try to cover the many ways we interact with Black youth and we can use research to improve our practice at each site of interaction.

– having research handy so when it’s time to develop new programs, review existing services, attend meetings, etc I can be prepared to challenge anti-Black racism and move us to transformation

– continue our team’s “Article Club” where prior to one meeting per month, a group member shares a research article related to our practice. The group then reads it and at the next meeting we all discuss what we learn and what we’ll implement from that learning. To ensure we’re highlighting and challenging anti-Black racism we’ll ensure that we do measure what topics we’re reading about to make sure the wellbeing of Black youth remains central.

– specifically addressing this concept of ‘Multicultural Racism’ as described by Dr. Davis, which I immediately recognized as present in our ‘mainstream’ white organizations in our community. Having this language and description really hit the nail on the head and will be a great way to respond when racist comments (often read as “promoting Canadian norms”) come up.

[Pat]

Thank you for breaking the strategies down this way! What you are saying makes so much sense to me. Sitting with the knowledge of how research can be used to change policies and practices in our agencies is one thing, but committing to putting this knowledge into motion and engaging your team in the process is key. I really like your idea of the “Article Club” prior to meetings.

[Katarina]

Thank you for sharing, Kristina! It’s so interesting to hear about the different ways folks are integrating research into their work. I love the idea of thinking chronologically, and considering all the different sites of interaction.

[Abinna]

This week’s module allowed me to understand how anti-black racism impacts mental health. The research findings can be used to change practices and policies for institutions that promote anti-Black racism. It is important to address intergenerational trauma, and to also ensure that mental health support is given without any forms of racial discrimination. By working with Black youth and their families, the policies and practices can be changed so that it is more inclusive and anti-racist. Research is a valuable source, which means that it should be used to promote change at a systemic level.

[Abinna]

The research also helps in providing the best practices that would meet the Black youth’s needs. If the systemic level is not inclusive, it would be difficult in providing a safe space for Black youth. The research is the first step to creating positive change within the system and its policies.

[Julie]

In my opinion, we need to start with the education system. The history text books needs to be revised to include actual Black History not just about slavery and our struggles but our contributions to the economic development of Canada. Since the children (all children regardless of race, creed, origin or ethnicity) are the future, let them educate their families, let them be the change, them be the model co workers, policy writers and the leaders of change. We learn through our children. Habits are engrained and can therefore be re conditioned in the present for the future. Let Black History Month be less about Americans and more about our Canadian victories. Let us not focus so much on being slaves and sub human- less than. We are much more than our past. As Canadians, we ALL must live in the discomfort for change to take place. We have to be committed to fight Anti-Racism together. Black people are Human and we deserve our place in history as such. It is going to hurt a lot more before it gets better because the wounds are deep and must be exposed for healing to begin.

[emily]

Hi Julie,

Thank you for sharing this. I am in agreement that changes to the educational system are imperative to fighting ABR. Youth often don’t see their communities, histories or identifies represented in the curriculum or in school in a empowering way or at all. The curriculum also fails to educate youth ABR, Black History, Canada’s Racism problem and fails to critically engage youth in reflection. Black youth are also experiencing Anti- Black racism in their classrooms and from their peers, fighting racism policies and experience less access.

[Andrea]

Julie, you are so correct in your statement. When you ask about Black history, everyone is reciting American Black history. Canada has a Black history too. Black Americans amplify their voices and we are echoing their experiences. Although hidden, secretly destroyed, and fragmented, we have a history, a story here as well. Our story did not begin with slavery and our presence on this land was not only a result of slavery. So lets start by teaching the true history of all people, and bring colour to the pages.

[KELVIN]

I’m also a big believer in the importance and power of the education system. Considering how a big part of the anti-black racism is multigenerational, meaning the discrimination and the damages are passed on from one generation to the next, it is almost a “no-brainer” to me that we stop racism at the youngest generation possible. It is great that we try to stop racism, but isn’t it a lot easier if we aren’t racists to begin with?

[Christine]

I think actions are louder than numbers, that being said I know a lot of individuals “need” scientific evidence to agree. I think showing the impactful numbers that arise from the research will show what gaps are missing. Also, we need to start with a small impact, which will make a big impact. Also education needs to be revised to review what textbooks are needed to show the history and teaching children the true history of Canada for a better understanding and aware society.

[Raven]

Agreed! Education being such an important factor in our everyday lives, it should be taken into more consideration to revise in order to include the TRUE historical facts of Canada and the topics relating to black youth and families.

[Sean]

Research gives us the opportunity to recognize & reflect on societies’ (and potentially our own) shortcomings, but in order for change to occur, we have to challenge ourselves and our communities through action, so we don’t keep repeating the past; using the information (research) as a tool to incorporate into our daily lives.

[Raven]

Well said Sean!

[Jane]

I was surprised and disappointed to hear about various microaggressions my colleagues have faced, and this training has made me question how I exist in a space and how much my existence rests on privilege that I didn’t earn. I feel like when I was in university and everything came at me so fast it took me weeks to digest it, far past when term was over. I know processing this content will take a lot of personal work and I will sit with that discomfort with an open heart.

[Mitch]

As an openly Transgender teacher, it’s surprising what you hear from colleagues, that claim that they have sat with themselves and checked their privilege. I reflect almost everyday on how the system is still positioned for my success being a white man. My transition, really drove home my privilege and amplified it as I became a man. This process will never be over and the fight to dismantle the education system has just been scratched on the surface. Everyday is reflection and work to change the outcomes for my students.

[Katarina]

Thank you, Mitch, for sharing your experiences. You’re absolutely right, change really does require ongoing reflection and work.

[Jane]

While I don’t work directly with Black youth, the lecture about good practices for supporting Black youth resonated with me, in not trying to be something you’re not, to admit your ignorance and try to be authentic. And not to compare your life with someone else’s (or put your own definitions on things) but to ask for their descriptions and terms for their experiences. This will help inform my perspective.

[Gera]

Hello Jane 🙂,
A great point you’re making.
While I do not conduct research, the lecture on collecting race-based data was incredibly insightful. If I have learned anything throughout this training it is to be: 1. transparent, 2. accountable and 3. self-reflective. Although these things may seem small they are essential when working with Black youth. Also, similar to what you stated, part of this self-reflection piece is being vulnerable and authentic with yourself. Meaning, being okay with not knowing everything but continuously ask questions and working collaboratively with the populations you are serving.

[Lisa]

Hi Jane , I so agree with your statement about ‘ not trying to be something you are not.’ I have heard from several black youth about how much of a put off this is. I loved the video in the Knowledge hub about how to better engage black males around mental health services. One of the speakers mentioned creating a safe space where these men can come in and sit and say nothing for 5 sessions if that’s what they need. Allowing black youth more agency over what access and youth engagement should look like is in their best interests. Journey towards wellness or wellbeing looks different for each youth.

[Sureka]

Hi Jane and Lisa,

I completely agree with you! When we truly listen to what someone else’s experience was, that is their time to share their stories. We can do more harm when we start to compare lives and it becomes ineffective for the youth. When others share their stories and experiences, we have to take a step back and listen. Like you said Lisa, everyone’s journey will look different and what is important is that we allow a safe space for the youth to create a journey for themselves.

[Zoe]

Hi Jane, Lisa, and Sureka,

I really like that you’ve highlighted this point about being honest and authentic about the gaps in your own knowledge and experiences when supporting Black youth. Jane, I especially appreciate what you said about not putting our own definitions onto other people’s experiences. This reminds me of the concept in social work of “meeting the client where they’re at.” In a way, what you’ve all described here is also a process of meeting the client from where you’re at, which is perhaps equally important. Thank you all for the excellent food for thought!