[Griffin]

One thing my work can do is try to promote more black youth cooks is by giving them more avenues and creating a more multicultural environment that can make it so that they are more welcomed into what other wise would be a white dominated environment. try to learn food from different walks of life and implement them into the menu maybe as specials

[Leticia]

Broaden our understanding of “culturally appropriate” programming to create spaces where lived-experience can be voiced and incorporated. Instead of looking at content as something that is unilateral (from our organization / to or even with the youth) to content that can be built, adapted, co-created in real time.

[Marco]

One thing that I have been working to do as an educator – is allowing students to see themselves – in the content being presented. For example, I am teaching food and nutrition, and this semester we have been previewing the Netflix series “High on the Hog: How African American Cuisine Transformed America,” showing a lot of predominant strong black individuals. Students need to see themselves in the material that is being taught in schools – and to be quite frankly vast majority of it is white!

[Yasmine]

An educator, what I could do to center Black youth wellbeing is to help validate their lived experiences by making my curriculum culturally relevant. Use examples from their communities and from their lives to ensure that they feel seen and can connect to their learning. That could be as simple as using the effects of ABR on Black mental health as an example in a Psychology unit. It could also be allowing them to take opportunities to form connections between their learning and their lives and sharing it with the class if they are comfortable. Sometimes Black youth need to feel as though they can express themselves without judgement and to feel like they hold a place in the curriculum and the class/school environment. They can make a joke, laugh, cry, express concerns; whatever they can do to feel like a protected kid. Finding that place and knowing someone is there to take care of them is a huge part of that wellbeing piece.

[YouthREX- Kamau]

This is a great idea! Connecting black students’ learning experiences to the true history of black people in Canada and their own lived experiences has been shown to be an impactful teaching practice when combatting anti-black racism.

[Abdulai]

This is key in working with working with Black students. We often make the assumption that the lived experiences of Black students are the same just because they are Black. In as much as generational racism is real for everyone, youth have come up with different forms of healing for themselves…they needed to be seen first, heard, understood and then supported. This is one singular approach I am promoting with my staff working with Black youth.

[Ms. Laura]

One thing that I am currently working on with my students is creating a Black Student Union. Where I live (and in the high school I teach), there is a very small percentage of black students. In previous conversations with my Black students, they have told me how they don’t feel like a priority within the Board or connected to their school. By formally bringing our Black students together with the Union, it not only creates an opportunity for them to lend their voices and stories, but it creates a space for them within their school where they are represented. Also, also allows our Board to work with these students when it comes to policies that impact them.

[YouthREX- Kamau]

This is a great idea! I have heard many black students express how much they feel like an afterthought, especially in schools where there is a small percentage of black students. Something like this would be great in areas in and outside of the GTA where the experiences of black students are often not considered.

[Karen]

I feel it is important to validate Black youth experiences. Often in my work Black youth voices and experiences are disregarded or misconstrued as disrespect when they are in many case attempting to advocate for themselves. I think the education system in general could work harder to provide necessary training around ABR and its negative implications for student wellbeing. I think we need to also be willing to call out those who refuse time and again to be called in to ABR work.

[derrick]

Two things come to mind form the first week of modules. 1) As a white person, being active in solidarity and engaging in anti-racism work. Not sitting back, but taking an active role in creating anti-racist and anti-oppressive spaces and relations. And 2) Making space for Black joy and Black beauty. I do a lot of facilitation in the community and have taken this prompt offered in the lectures to reflect on how I can more often make space for Black joy and Black beauty, as well as that sort of space and representation for all racialized persons and identities.

[Farah Slimati –]

As an educator, I have been affirming my students’ identities and empowering them to be proud of who they are and of their heritage. Black students bring joy to our learning space. They have a lot to offer. Focusing on their strengths and setting high expectations for them foster their sense of belonging. Bringing in members of the community and including literature that reflects their identity makes them feel acknowledged.

[Rashyka]

In previous years, I used to volunteer a lot with youth. One of the biggest issues I’ve encountered is low self esteem from many Black youth, It isn’t easy being confident when some teachers pick on you, call you names or make you feel like you don’t belong. As I continue to work with Black youth now, I try to encourage them and uplift them in ways they might not get at school or at home.

[Angeli]

We want to make sure that our youth are feeling supported. That they have a brave space to go to, that there is an EDI statement, response etc. I think its important to have programs for Black Youth that encourage them to get involved and feel connected and supported

[Joe]

I work in Project Management, so I’ll take this question from a project-based view:

One of the things that stuck with me from the RBD lecture was the importance of engaging with the larger community (not just the members of the organization itself) when implementing a project to collect RBD.

One of the biggest problems projects run into, in my experience, is not properly engaging partners and stakeholders (whether that means that partners/stakeholders weren’t engaged at all, weren’t engaged at the right time, or weren’t engaged in a way that met their requirements/interests). On a personal and organizational note, I think this calls for a serious and ongoing consideration of who our partners and stakeholders are (often using project organizational charts and stakeholder registers) so that partners and stakeholders are engaged meaningfully – not just “on the fly”. Giving serious thought to who our partners/stakeholders are and gaining input from the partners/stakeholders on what their interests are, how they like to be engaged, when they should be engaged, etc. is key.

[Brody]

I think it would be great for schools to partner with Black communities and resources centered around Black youth. It would be ideal if schools had groups dedicated to Black youth where they can be provided resources and support, as well as a place to voice their opinions.

[veronique]

Personnellement, je vais profiter du mois de l’Histoire des noirs pour lancer un petit groupe consultatif auprès les jeunes noirs de mon école. Je vais les appuyer dans ce qu’ils voudront faire comme action au sein de l’école mais aussi de notre petite communauté.

[Caroline]

Awareness and correction. On a surface level, being aware of what messages exist in the school in regards to Diversity, Equity and Inclusion in my school, on the walls, in the curriculum, education of Educators and start building towards an inclusive school, where Black students see themselves represented, history acknowledged, accomplishments acknowledged and celebrated.

[Sandra]

As an educational organization, centering the historical and present day contributions of black families to Canadian society could provide many opportunities for student learning and extend the historical context of our country beyond the English and French narrative. My hope would be that this would be taught in all historical conversations (throughout the year-beyond February) so that black youth could learn about their ancestor’s role in Canadian history. Enhancing current curriculum is achievable and could have specific timelines which is necessary for accountability and real change.

[Sandy]

I think that having conversations in supervision about the impacts of racism on the wellbeing of youth and their families, in addition to strategies that support empowerment and acknowledge recognize and build upon resistance to oppression are important aspects of centering black youth wellbeing. To weave oppression, privilege and power dynamics into the fabric of clinical discussions so that talk about youth challenges always in the context of the larger social and political environment. Critical reflexive practice is a key practice for organizations to model and encourage in their staff to center the wellbeing of black youth.

[YouthREX- Kamau]

I love this point, Sandy. Conversations about the impacts of racism are important, but can only really manifest into change when that knowledge is being connected to strategies that support black youth.

[April]

I think for me training staff about the historical underpinnings of oppression will be an important and key area for moving forward together in our journey for learning together. This could mean scheduling trainers to attend or creating presentations for smaller groups, creating a greater sense of awareness is so important in the work we do.

[Camila]

I have to agree with April. I think facilitating opportunities for those within educational organizations to understand the theoretical underpinnings of oppression, and the history of Anti-Black Racism in Canada will create a shift. Beginning conversations early: ensuring that secondary school is not the first place where students can openly share their experiences, or where the conversation of Anti-Black Racism takes place. Having spaces where young people and staff alike, can safely share their experiences of oppression within a large organization, without the fear of being reprimended.

Within the scope of my work, I am working towards ensuring that the conversations about Black History do not vanish as March approaches. But rather, brainstorming ways to involve young people in how we continue to celebrate Black History all-year-round. Personally, I have committed to engaging with the current literature on what Black youth experience in educational settings, and the roles Child and Youth Workers have to play in their experiences. Lots of more learning to do, and lots of unlearning as well.

[Brad]

I first have to remember that in and of myself, I am not enough. Therefore, developing and partnering with Canadian Black communities will definitely be one simple thing I can do to center Black youth wellbeing in my work. As for my organization, accessing specific training and initiating difficult conversations that are currently not happening will also push to center Black youth wellbeing. As was quoted in the Weaponization of Whiteness, “make whiteness familiar so that whiteness becomes strange”!

[Joshua]

For my part I think brining up and moving forward with ideas instead of letting them just remain ideas and languish on the back-burner. My organization has a lot of moving parts and great ideas can easily fall through the cracks due to how buys everyone is. Highlighting them and taking charge of some of this ideas might be the best way to help make sure Black youth wellbeing is being focused on more. Additionally, ensure data is being used and processed so we can learn more about how our services are working is of critical importance. We have a lot of data at our fingertips but we often do not do too much with it. If that can be rectified, I am sure we could get better insight into how to help black youth.

[Liberty]

I will be very mindful and intentional in doing critical reflexive practice at work. I will do my best to ensure that I preserve the voice of my clients as well as be guided by them. I hope to be an active ally everyday in every moment of my life.

[Joanne]

I agree. Engaging in critical reflexive practice daily will be an important step for me. Asking myself at the end of each day, what have I done to better the lives of the black students and/or families I am supporting.

[Mackenzie]

I find everyone’s answers very valuable. I think critical reflection every day is very important, along with familiarizing ourselves with various resources within our community that can be beneficial for youth’s overall well-being. It is also important that we create a working relationship with those resources.

[Nicole]

I think that what is most important is that ABR work is not a “one and done deal”, we have to ensure that we are consistently working from an ABR lens and from a responsive not a reactive stance. I found this final unit great at connecting the importance of data to the work we do and outcomes. It is not enough to collect data but we must be used to inform change and long-lasting change.

[Shelly]

Thanks for your thoughts….you raised really good points about fairness and justice in that answer.

[Shelly]

That is such an important part of what we all need to advocate for going forward in our work. Thanks for sharing.

[Shelly]

I think what is important to me is to do critical appraisal and self reflection every day to make sure I am actively working to improve the life of the people and communities I serve. So asking those tough questions about how are we, as an organization, and how I, as a provider, striving to make transformation happen. And centering Black youth, their families and their communities at the heart of my work, striving to listen, learn, partner, advocate and empower every single day.

[Tyler]

One simple thing I can do is actively listen to Black youth while consciously addressing any subjective understandings or conceptions I may have about the experiences that are being shared.

[Poonam]

Hi Tyler, I agree. I think it’s super important to actively listen and actually provide those opportunities on a regular basis to express experiences, ideas, thoughts, etc. We can integrate these opportunities into our programming in ways that our children and youth feel safe to share. We can also provide the appropriate support and resources that children and youth might need for their positive mental/physical/emotional wellbeing.

[D]

I feel strongly that I need to continue educating myself on AOP and anti-racist therapy. I am a social worker so reflection and reflexivity are things I do already. I think learning how to be more reflexive is going to make a difference in my work with these youth.

[Ijaabo]

As a Black youth myself, I can start by speaking up in situations that make me uncomfortable and bringing Black issues to the forefront whenever possible, mainly by adapting mainstream conceptions of youth issues to center Black youth perspectives and experiences. I can also make my Black colleagues at school and work feel seen by openly uniting with them in solidarity and upliftment, and making sure that they always have a seat at the table.

[Victoria]

My goal is continue reviewing and evaluating my personal interactions with Black youth as well as my program. This includes barrier to entry, understanding of Black youth wellbeing and considering external factors for black youth (including community, previous interactions with pervious supports, etc.)

[Victoria]

I believe that my organization and more specifically the program I am in can do more outreach to Black youth and the community to ensure our program is being offered to them. I see our program as supporting youth with goals such as housing and employment and also to advocate for them. My goal is to participate and lead this outreach initiative to ensure every black knows about the opportunity to engage in this program,

[Sara]

I didn’t understand the purpose or intention behind my organization collecting Race-based data when we started a few years back. Reflecting now on what I’ve learned I realize how important it is to collect with intention and view to action. I have some good questions to go back to leadership with, to see exactly how that data is being used and what interventions/consultations are in place.

[Martha]

One simple thing that I kept hearing throughout the modules is to listen to black youth. To listen with the intent to understand. Listen with empathy while being self-aware enough to acknowledge your own biases and differing experiences/ perceptions.