[Cale]

As a youth counsellor working in the mental health sector, I can attest to the necessity of race-based data and research that highlights the impact of anti-Black racism on Black youth and their families. While many organizations claim to practice from an anti-racist, anti-oppressive lens, many have no idea what this actually entails. Staff are not properly trained, programs are not designed to accommodate the unique needs of Black youth and their families nor do they involve Black youth in the program design, and many agency’s lack Black representation and leadership. By drawing on race-based research, we can acquire insight into the depth of this issue, and begin to understand how to dismantle systems of oppression that uphold anti-Black racism. Though mental health organizations might be very well intended, the history of psychology and psychiatry is deeply entrenched with racist ideologies, and these ideologies still seep through in various interventions today. Race-based research would allow mental health professionals to stop pathologizing Black individuals and communities, and instead consider the broader context that impacts their mental health. Race-based research would help to illuminate wholistic strategies for healing that are relevant to Black communities. And lastly, race-based research could provide methods on how to hold agencies accountable to a true anti-racist, anti-oppressive framework.

[Jenny]

Racism is bad. We all know this is true. We all know it is “rude” and “unkind” and “hurtful” but to see the research…to see the impacts multi-generationally, to learn that “racial discrimination is the best predictor of depression amongst Black youth in Canada,” is gut-wrenching. The data is here, the research exists, yet very little has changed. Only recently has anti-black racism been acknowledged to exist by most of society. As a youth worker, while I acknowledge the demands to work towards dismantling the systems, Dr. Jude Mary Cenat’s focus on internalized racism made me realize just how powerful these systems are – not only do we have to fight overt racism, counter microaggressions, stereotypes and prejudice, we must pay attention and find ways to create restorative justice amongst Black youth who struggle with internalized racism. While I acknowledge it is largely a systemic issue, this module has made me really stop and reflect – yes, we must be demanding justice, but we must also stop to acknowledge the trauma, pain and impacts that racism has inflicted upon Black youth.

[Amanda]

Traditionally, there has been multitudes of research regarding anti-Black racism but unfortunately, so much of it has gone by the wayside and has not been applied to processes of policymaking in government, educational, employment, and law enforcement settings. From the research, it is abundantly clear that Black youth are overrepresented in the criminal justice system and in expulsion/suspension/dropout rates within the schooling system. Further to this, rates of unemployment among Black youth are significantly higher than their non-Black youth counterparts. When looking at such data, it is glaringly obvious that there are huge gaps in the implementation of policies that should be fed by recommendations from this data. As such, this is the first step: Research recommendations should be appropriately implemented into policy and laws so that government funding can then be prioritized in these areas. Moreover, there should be systems of resources (also identified through the research) that are readily accessible to those who require it. Finally, there needs to be a consistent system of “checks and balances” in which Black youth and their families are treated fairly and equally in institutions such as education, law enforcement/criminal justice system, and in the employment sector.

[Amanda]

I think that there are many, many ways to proactively designing pathways to inclusion in the youth sector in which Black youth are not facing anti-Black racism. I think all of these ways would fall under the big umbrella of dismantling system racism within institutionalized settings. However, as can be seen from the effects of systemic racism in society, this is a much more easier said than done as its complexities are rooted in many levels of society, government, culture, etc.

One of the most basic and foundational ways to even begin the dismantling of system racism is to include awareness of the Black experience and Black history education in schools. In another post, I shared that one of the reasons why I believe that anti-Black racism is still a problem in Ontario is due to the implicit biases and attitudes that we develop in childhood. If schools were to introduce and incorporate lessons involving Black history, children would have the opportunity to integrate this knowledge into their core understanding of others and in their ongoing interactions with others. At this point, it may offset their already existing implicit biases and in some cases, completely reteach them a new system of values and attitudes that focus on inclusion.

[Amanda]

I believe that one of the most critical aspects of centering Black youth well being is to listen, listen, listen! More often than not, we are so used to “defaulting” to our own ways of understanding that at times, our advice and practice (while well-intentioned) may get ahead of us and this can be much more damaging than it is healing. As mentioned previously by others in the group, this is one of the pillars of allyship. This reminds me of such a relevant and profound quote by Maya Angelou in which she stated: “When someone shows you who they are, believe them.” At many instances, we encounter Black youth in our practice and we may preconceive an idea of who this Black youth may be without letting them be who they are (e.g. Dr. Carol Wade’s example in Module 3 of the Black youth stereotype of assuming a Black male youth is a gang member based on the clothing they wear). Essentially, those in our line of work should continuously support, honour, and commend the vulnerability of Black youth in sharing life experiences whereby our humility creates a safe space—and space, overall—for their vulnerability.

[Maha]

Hi Amanda, I love your point on emphasizing listening. Too often we let assumptions or circumstantial hearsay form our opinions – for example, walking into a classroom and hearing a student say ‘Oh Black Student A? They never do their work’, and automatically some educators may become wary of the Black youth as a trouble-maker on the radar. As you mentioned, even their apparel or external appearance may add to the initial assumption, and even rejection from the collective. Your solution to listen is so vastly important, and I would also add for educators to listen and not start ‘reading’ students. Vague readings like, ‘Oh, that student is untidy or unprepared, perhaps due to an uncaring home-life’ can overwrite another’s life by usage of a biased personal lens, or even casual statements like ‘Oh, they are always unprepared’ can lend to generalizations that students can become stuck in as their permanent identifier. It is imperative to allow Black youth to shape their own narratives, identities, and thinking. As educators, it is important to step back and allow Black youth- actually, scratch that, the word ‘allow’ is very problematic in terms of power hierarchies – step back and pay attention to Black youth in their own self-expressions.

[Amanda]

Anti-Black Racism is still a problem in Ontario resulting from the long entrenched attitudes and values that are developed as early as childhood. These attitudes and values form the basis of our prejudices and biases (both implicit and explicit) which then become further exacerbated by skewed public policy, sociocultural “norms”, and system racism perpetuated in institutional settings such as education and law enforcement.

Early on in the course, the discussion of democratic racism was so well-articulated in delineating the differences between Canada and US. The existence of racism (and more specifically, anti-Black racism) is extremely overt in the US. As such, upon comparison, many Canadians don’t ascribe to the idea that racism exists in Canada because of the diversity in its population. However, as mentioned above, the existence of long entrenched implicit biases “hides” or eludes the nature of racism in Canada and as a result, the issue of racism is not addressed. Further, when the issue anti-Black racism is not addressed, it indirectly communicates the message to may individuals that “it is okay” and/or acceptable to hold those beliefs—and in some cases, act on them. Thus, the cycle of anti-Black racism is reinforced and continues on.

[Shelly]

It is still rampant because it begins with leaders. If we have the chance to lead, we have a responsibility. I find that educators have implicit biases similar to systemic biases and often Black youth are implicitly treated unfairly from early childhood. I really think we, as educators, need to critically evaluate our own approach and pedagogical practices so that we can lead change. I also think educating ourselves as educators, so everyone is comfortable about talking about ABR is important. I find too many educators are in fear and that needs to stop or nothing will get done. Change in schooling and pedagogy is my goal!

[Shelly]

We created FAQs and Resource sheets that were interactive so that if students needed a resource it was a quick link away. I think offering different ways of communicating whether it be through different platforms or mediums works. Daily check in boards has also worked nicely.

[Shelly]

As a professor who works with diverse students striving to become educators themselves, I think including ABR curriculum in all of courses is critical but also ensuring this content and awareness is encouraged in all students so they can bring forth this awareness to their own practice of teaching in the future. I also think we need to see more representation in the curriculum and continue to steer away from Eurocentric lenses.

[Tarena]

It is so important to move beyond identifying the service needs and gaps Black youth face, to proactively design pathways to inclusion in the youth sector. This can be done by leading black youth initiatives and programs with black youth and their families at the forefront. Representation is essential to any changes in institutions and services, and it’s imperative to have black representation and voices in agency roles that are involved in decision making.

[Georgina]

I work with student volunteers. One simple thing I can do is foster a constant open dialogue with my volunteer groups about the activities and campaigns we put on and provide as many opportunities as possible for them to shape, build, and lead what we do on behalf of the space. One simple thing my organization can do is maintain the collaborative partnerships they have with community organizations and establish a format to invite and receive feedback and suggestions from them that we can continue to learn and build from.

[Mary Lou]

Developing a way to incorporate strength based approach to working with others.

[Cale]

I think the answer to this question is a layered one. Firstly, as stated in the lectures, and by many of the members on this platform, Canada was founded on racist principles, and this racism continues to permeate all aspects of our culture, systems, institutions, and in effect, our minds. While the history of Black people in Canada has been omitted from our academia and Canadian literature, the false justifications that allowed enslavement to take place in Canada continue to implicitly poison the minds of many Canadians in various ways. For instance, the racist claims that Black people were “soiled, deadly, sinister” and “subhuman” have contributed to their profiling and over-surveillance in the criminal justice system. This has of course resulted in extreme rates of Black incarceration, and for people who fail to look beyond the surface of this statistic, the interpretation is that Black people are somehow inherently more prone to criminality. Of course, this is just one of many examples that highlights the brutality towards Black people, but the point is that without the context of Black history in Canada, people (predominately white people) remain ignorant to the depth of this issue, allowing racist ideologies and behaviours to go unchecked, which in effect, perpetuates violence against and towards Black people. As we have learned, white supremacy thrives on invisibility, so this omission of Black history in Canada, is a strategic attempt to maintain racial hierarchies, as it keeps people uninformed and unaware of the true, racist principles that exist in today’s society. I want to be clear however, that this omission of Black history from our educational curriculum cannot be used as a valid excuse to remaining ignorant, as we live in a technological era where knowledge is at our fingertips.

I would also agree that Canada’s multiculturalism is a facade that conceals the racism and discrimination that pervades this country. In my experience, Canada’s multiculturalism is often used to divert and deflect attention away from issues of race and white supremacy, underestimating the pervasiveness of its impact. As a result, we often hear people (predominately white people) say, “Oh, Canada’s not that bad!” “At least we aren’t as bad as the States!” “Well, at least things have gotten better.” I would actually argue that Canada’s issue of systemic racism is worse than the states because it strategically and creatively conceals so much of its violence, that people (predominately white people) resist that it even exists, which in effect hinders the movement for racial equality and change. For example, it is very hard to fight for racial justice, when people are still in denial that racial injustice even exits.

[Maha]

I think a major issue with anti-black racism persists in Ontario because many Ontarians do not want to believe or admit their own participation in such a broken and damaging system. The inaction, lack of awareness, and sometimes intentional silence creates a negative ripple effect to embolden the unfair and systematic discrimination faced by Black youth in particular. There also also amplifications that have occurred through online platforms, where racist vitriol finds its echo chamber to manifest through anonymized hatred. The latter especially is concerning as it creates a very deep mental divide in which racist ideologies can take root with an unfettered speed without stoppage. While technology is wonderful for learning and enlightening communication (as these brilliant modules and forums are), unfortunately it has been harnessed for the exact opposite as well…

[Mary Lou]

Such a good question. It really is making me reflect on this. Inclusion is such a word that we always think that we can just check a box and if that is happening then we are practicing it. But it really doesn’t work that way. What is inclusive for some is obstructive for others. We often talk of universal practices, and then we can find that this universality is excluding some. So in my mind, I think that to be truly inclusive, we have to try to be flexible and genuine in engagement, seeking multiple ways for expression to occur, working to be open to and listening to different ways/ideas/philosophies and compassionate.

[Will]

It is still a problem because the perception of Black lives has not been deconstructed and reappraised in a positive way in our media and political culture. This will take years of work as it took YEARS work to essentialize the black body as unimportant, dangerous and ungodly.

[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.

[Georgina]

To me pathways to inclusion rest in the nurturing of meaningful partnerships and relationships. I work in a place where we have the opportunity to create programming and invite the public to participate but that in itself is not enough. The first piece is going into and meeting with your wider to community to build trust and rapport (proactive design). The space then comes second as a platform that can be offered and shared once that rapport is established and, indeed, my work has several community groups that we collaborate with constantly. What my experiences in my workplace and this excellent module have illustrated to me is that this work is long game and therefore it has to be real to succeed. You cannot create one new program and call it a day but instead you must ensure that you are always in dialogue with the community and always looking for new people, partners, or programs who offer something you don’t and then trying, as much as you are able and with their express permission, to make space and bring their efforts to the attention as others. I found all of Dr. Ayonrinde’s tip so useful especially his emphasis on authenticity and advocacy. Trust is crucial to consent and therefore pathways to inclusion is about a sincere commitment to life-long relationship building.

[Sophia]

Improving youth programs and evaluation is critical to hearing from the youth themselves. Allowing them to use their voice and have their voice count, be heard and taken into consideration when evaluating programs for youth is very important. Through their lens and views other youth will feel comfortable to share their thoughts and feelings. Having youth evaluate and give input critical to understanding what works and doesn’t work. When youth are involved in planning, evaluation and programming the outcome will hopefully be more positive and this is the true stages of “improving” rather than just “prove”. Collection of voices coming to together expressing their views/ issues is better than being talked to about your issues and views and not being taken into consideration your experience, living through the sitaution.

[Mike]

One simple thing I can do is to pay Black youth to participate as leaders who review and critique our programming, and have their say on how to improve it. I can take that one step further and try to facilitate conversations between this leader group and the organization that I work for, so that the youth may have their say not only on one program, but on the organization as a whole, its mission, strategies and programming. This is of course out of my hands, but I can talk to my superiors and try to convince them to participate in these kinds of conversations with youth.

[Marc]

Making an effort to amplify Black voices in both of my jobs. As a municipal councillor I can amplify the voices of black council members and policy makers which can help connect black youth I know with professionals they may see themselves in.

As a college professor I can invite black youth to various tables and amplify their voice at those tables.

Amplification doesn’t sound like much but it is a simple thing to start.

[Shelly]

I agree. Being a professor myself, amplifying voices is important. I believe we can do this by ensuring our faculty are aware, and doing this in their courses as well but the department as a whole. We have created an Anti-Black Racism & Equity committee that meets regularly and the University and Colleges I work with have also followed suit. We include content in our newsletters for students and we ensure representation is there

[Marc]

Such a large and important question.

I think something that may help would be to tackle what part of the third module described as the way dominant forces use the lack of explicit racism as a way to befuddle the anti-racist argument.

That so much of our systems are perpetuated by values that reinforce racism and classism and many other things but that in a vacuum are not explicitly doing so provides so much cover for white supremacy and other ills

I think a lot of people who hold up dominant structures in our society (including white supremacy) continue to make the case for slower progress, more easing in, prolonging just treatment in order to not have to not deal with personal discomfort within the dominant group while actually perpetuating harm (not just discomfort) to others.

It’s like saying “ok, it’s bad but you can’t expect US to change quickly” as though we as the settler group, the colonial group (who continues to reap benefits from colonialism) who imposed often through violent means massive changes on many groups and continues to use various forms of violence to perpetuate white supremacy – this group keeps using power in numbers and in disinterest to maintain as much of the status quo as possible.

Incrementalism disguised as progress. Holding out, slowing up change, acting as though things just sort of naturally arrived this way instead of looking at all the organized oppressions that had to take place to create these systems while ignoring all the organizing and coalition building that had to take place to even push the heavy boulder that is society towards any dismantling of these structures.

This might also relate to the feelings we sit with if we try to work from a cause advocacy framework too. Lots to unpack for me here and thanks for allowing some space to do so while also reading many insights from the group of commenters here in these discussion boards.

[Phillip]

I agree with you!

As Raelyn has said we only see how other countries are racist but not our own. There is not much education that shows our own country’s systemic racism and oppression, which allows us to believe there isn’t any in Canada because they are hidden or vaguely explained. This does impacted the younger generation because as you said, “the system is operated in a way we cannot speak on what is happening.”

[Raelyn]

I completely agree with you Sam!
Often the racism that we are taught about in Canada is about how other countries are racist. We are not taught to look inwardly and evaluate our own systems. Anti-Racist education should be taught in our schools, and we as a country need to be taught to be accountable for the racism that has happened in our history, and is still happening today.

[Tricia]

Thank you for drawing my attention to this sheet! It will be shared with my team.

[Sophia]

I agree with the six signs of risky or harmful cannabis use. The students that I work with are in grade 7 and 8. They are using cannabis and I find they don’t often understand the psychological effects that smoking has on the brain and changes in mood. I believe supporting youth in evaluating their use is important by getting youth to understand their stress levels and how stress affects their mood and behaviour by observing and tracking how they respond when on and off cannabis.

[Cyril]

Love this part: “…many youth work related environments convey these messages (or writings
on the wall) to black youth and adolescents as a means to create the
illusion of security. While at the same time diminish the struggles of
those same challenges of black educators which are parallel experiences
to those faced by youth and adolescents alike.”

Real talks… thanks for sharing.

[Cyril]

You can say that again!

Unfortunately, talking and theorizing often replaces action and change rather than complimenting it.

We have industries built on the exploiting Black youth and we have industries and careers built on recycling “nuanced” discourses about the said exploitation – and these industries are all cousins… related and rooted in the same system and culture of repression.

The “bottom up” approach is excluded as the self-righteous social justice initiatives both protest and protect system-level injustice.