Member Dori
MemberForum Replies Created
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Thanks for these links Kathe! The Halton Youth Initiative just finished creating four toolkits filled with valuable resources including a practice brief, videos, infographics, and tip sheets focusing on the Youth Volunteer Life Cycle, Making the Case for Authentic Youth Engagement, Using Technology with Youth, and Youth + Equity. All of the toolkits consider life in the Covid-19 era. Check them out at – https://www.haltonyouth.com/resource-toolkits
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These are great Kathe! We just finished compiling four toolkits based on our experience with the Halton Youth Initiative: Youth Volunteer Life Cycle, Making the Case for Authentic Youth Engagement, Using Technology with Youth, and Youth + Equity. All of the kits consider working in the Covid-19 Era and are filled with valuable resources including a practice brief, videos, infographic, and tip sheets. Check it out! http://ow.ly/hbaz50Kyh9E
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We’re continuing to add resources to our Knowledge Hub that explore the impacts of COVID-19 for diverse youth. For example:
- Resetting Normal: The Impacts of COVID-19 on First Nations, Métis and Inuit Youth (Report from Canadian Women’s Foundation)
- The Impact of COVID-19 on Youth Experiencing Homelessness: Shifting to a Collaborative, Prevention-Focused Response in a Large Urban Area (Report from Covenant House Toronto and Making The Shift)
- It’s Difficult to Grow Up in an Apocalypse: Children’s and Adolescents’ Experiences, Perceptions and Opinions on the COVID-19 Pandemic in Canada (Report from UNICEF Office of Research-Innocenti)
- The Racism is a Virus (Toolkit from Act to Change)
- Strategies to Mitigate the Impact of the COVID-19 Pandemic on Child and Youth Well-Being: A Scoping Review Protocol (Academic Article published by BMJ Open)
Do you have resources to share? Do you have questions about your work with youth that have yet to be explored? Get in touch and let me know!
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Did you know that YouthREX offers *two* FREE online certificates that can build your cannabis literacy? 💻📚
Cannabis and Youth: A Certificate for Youth Workers is self-guided with open enrollment, which means that you can register and begin learning any time! This certificate provides evidence-based information on the health, social, and legal risks associated with cannabis use, and connects you with resources that you can apply directly to your practice.
We also partnered with Cannabis & Psychosis to develop Cannabis and Mental Health, a comprehensive suite of online resources exploring a range of issues surrounding the mental health impacts of cannabis. This 90-minute course was created by youth, for youth, and includes a Mentor Guide for youth workers, program leaders, educators, mentors, parents, and youth allies! 🤝
Start learning today! You will also find diverse resource collections developed for youth workers and young people on our Knowledge Hub. 🤓
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In May, @KhadijahKanji and I co-hosted a workshop for Cultural Pluralism in the Arts Movement Ontario’s Gathering Divergence Multi-Arts Festival & Conference. This session unpacked Asking About Gender: A Toolkit for Youth Workers and created space to explore strategies for inclusion and innovation for youth arts programs.
We had a great conversation with Daniel Carter from Buddies in Bad Times Theatre, Justine Abigail Yu from Living Hyphen, and Qwyn Charter MacLachlan from Community Music Schools of Toronto (expanding from Regent Park School of Music), and the workshop recording is now available for you to watch on our Knowledge Hub! 💻🏳️🌈🤝
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Watch two of our most recent webinars to expand how you approach engaging with youth and advancing wellbeing. 🤝💻
ICYMI, we co-presented an engaging, youth-led conversation on advancing the possibilities of youth-led organizing this summer with Leading in Colour, exploring why and how young people get involved in organizing, the issues driving their current activism, the benefits for youth, limitations and possibilities, and how adults can become allies. Watch the recording on our Knowledge Hub.
You can also revisit our webinar from April, presented with LGBT YouthLine, on how to ask youth about their gender identities to confront assumptions and challenge transphobia. This conversation, which you can also watch on our Knowledge Hub, unpacked Asking About Gender: A Toolkit for Youth Workers. The following month, @KhadijahKanji and I co-hosted a workshop on similar themes for the Cultural Pluralism in the Arts Movement Ontario‘s annual gathering, looking at strategies for inclusion and innovation for youth arts programs. Check it out!
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Ontario Council of Agencies Serving Immigrants (OCASI) is offering a NEW online, self-directed professional development training program for Settlement Service Providers: Serving Youth in Newcomer Communities. 💻📚
This newly developed course will be launched for the first time this year, from October 1st to November 10th, 2022. The registration deadline is September 25th, 2022.
Upon completion of the training, learners will be able to:
- Learn to unpack their biases and engage in self-reflective practice.
- Develop interpersonal and professional skills and knowledge to support diverse communities of newcomer youth.
- Critically analyze the various systems that newcomer youth come into contact with, that may cause or perpetuate barriers and/or trauma.
- Strategize interventions that respond to barriers and empower youth.
- Develop programming that centres youth and responds directly to community-identified needs.
This course is open to settlement workers and service providers who are working in or with the immigrant and refugee-serving sector across the province who are willing to:
- Commit to approximately 2-4 hours of learning per week.
- Engage in Serving Youth in Newcomer Communities 101 Group at http://www.SettleNet.org, a new national online Community of Practice for the Settlement Sector.
- Complete assignments within the given timeframe.
Please note this is a 5 Module online training program. At the successful completion of the entire e-course, you will receive a certification of completion from OCASI.
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Don’t miss our next webinar, Advancing the Possibilities of Youth-Led Organizing, on Wednesday, August 17th, from 4:30PM to 6:30PM ET. 🤝
Join YouthREX and Leading in Colour for this engaging conversation and hear from young leaders across Ontario. Our confirmed guests include Sarah Jama, Co-Founder of Disability Justice Network of Ontario, Peter Cohen, Organizer, Climate Justice Durham, Habon Ali, Leader & Advocate, Serisha Iyar, Founder & Executive Director, Leading in Colour, Fae Johnstone, Executive Director, Wisdom2Action, and more!
Together, we will explore:
- Why and how young people get involved in organizing;
- What issues are driving their current activism;
- The benefits of organizing for youth;
- The limitations and possibilities of youth engagement; and
- How adults can become allies in support of youth leadership.
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You may be interested in our upcoming webinar on advancing the possibilities of youth-led organizing! Dr. Ginwright has written about the ways that youth organizing “embraces both individual development and social change,” but how can we become adult allies and meaningfully support youth-led movements?
Join YouthREX and Leading in Colour for an engaging, youth-led conversation on Wednesday, August 17th, from 4:30PM to 6:30PM.
Our confirmed guests to date include:
- Habon Ali, Leader & Advocate
- Peter Cohen, Organizer, Climate Justice Durham
- Serisha Iyar, Founder & Executive Director, Leading in Colour
- Sarah Jama, Co-Founder, Disability Justice Network of Ontario
- Fae Johnstone, Executive Director, Wisdom2Action
- Caleb Yohannes, Founder & Director, 1919 Magazine
You can learn more about all of our guests on our website.
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On July 21 and 22, YouthREX hosted a two-part workshop, Anti-Oppressive Practice in Youth Work. We had an engaging and impactful conversation about how we can work (together) against intersecting systems of oppression in our work with youth. As part of this conversation, attendees generously shared the following resources in the chat:
- CAMH Community Resource Sheets
- 11 Principles of Youth Engagement [Video]
- For the Wild: Dr. Larry Ward on Healing the Colonial Mind [Podcast]
- The Moccasin Identifier Project
- Trudeau Apologizes for Racism Faced by All-Black Canadian Unit in First World War
You can find additional resources in this curated collection on our website.
If you have any other resources to share, please add them below!
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When I dream of programs for Black youth, I dream of hope and resistance. I dream of educating Black students on their right to freedom. I dream of creating art, music, and poetry that exudes Black joy and resistance. I dream of my queer Black students finding themselves and living in their truth. I dream of a programming that is accepting of and takes into consideration ALL Black lives.
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Anti-Black racism is still a problem in Ontario because a lot of white folks and/or administration in schools for example, believe that acts of racism are “isolated incidents”. Black folks know, however, that anti-Black racism is embedded in the fabric of Canadian society, and anti-Black racism in schools is not “isolated incidents” but rather the consequence of the normalization of anti-black racism in schools. If we (educators) looked at anti-Black racism like how we look at bullying, we would mobilize and find the roots of the issues with hate crimes at schools, or outdated / inaccurate curriculum that is racist and change that. But folks just do not see anti-Black racism as something that impacts entire systems such as education.
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One simple thing I can do to center Black youth and wellbeing is to have a meaningful conversation with each one of my Black youth, asking them how they are doing and what is going on in their lives. Often, Black youth are silenced or looked over, so I want to be there and show them that I care about what goes on in their lives, and hopefully this can give them reassurance that they are seen by someone, and that their voice can be heard.
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I had the pleasure to help in a research study on anti-black racism in TDSB schools, learning how to create programming that is intersectional and addresses oppressive systems. We gathered data from the students and teachers involved, and such data will be used to help determine how teachers should be teaching anti-oppressive topics to diverse students. This study showed me the importance of using research to help highlight the impact of anti-black racism on youth and their communities.
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At my workplace we’ve loosely collected data and yet we haven’t used it effectively nor monitored it and checked it again the goals we’ve set. The goals we’ve set need to be more measureable and connect to the data we collect otherwise it’s not just useless it’s criminal. This I learned in module 4 and I appreciate it! Here’s to collecting data and making it meaningful by checking in with it and our goals on a bi-montly basis and thoroughly twice yearly.
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When I dream/envision this it’s important that the administration I work with support by creating spaces of diversity AND inclusion. So far, this past year, there were improvements regarding hiring so we have better representation but sadly these individuals were not invited to many of the decision making tables. In order to have voices be heard they need to be included in the discussions and it’s pretty much necessary that final decisions don’t get to move along unless approved by someone who’s had this training!
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One simple thing would be to determine at least 1 staff member per youth/student who represents a safe, caring, guiding adult. The expectation should be that this adult maintains the connection by checking in with the youth daily or weekly as needed.
A bigger yet important and doable step would be that each staff in our school board take this course!
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I have read all the responses and they are phenomenal!!!!
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The most important action we can take is to share and know the stats to inform others and to stay on top of them. Spreading the information and informing places where we work, friends and family. Research does not lie.
It is vital to keep the voices of Black youth and families centred. Referencing stats and authentic experiences within agencies/systems/organizations to change and rebuild culturally relevant and competent practices.
Research data is irrefutable, there is no room for arguments or debates. Drawing on research provides the facts. The most important action we can take is to share and know the stats to inform others and to stay on top of them. Spreading the information and informing places where we work, friends and family. Research does not lie.
It is vital to keep the voices of Black youth and families centred. Referencing stats and authentic experiences within agencies/systems/organizations to change and rebuild culturally relevant and competent practices.
Research data is irrefutable, there is no room for arguments or debates. Drawing on research provides the facts. -
Not enough people who are unaffected are engaged. One time I heard Dave Chapelle describe that we have not yet arrived at critical mass. It will take people making a full time life commitment to “leveling the playing field” in order to achieve the shifts that are needed. To truly be the change and affect change it’s a risk taking lifestyle change that’s needed. Too many people are able to see the problems (or walk around in a bubble protected from them not having to notice) but they just participate in the life they’ve always lived upholding and benefiting from the status quo/whiteness that perpetuates the cycle.
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This section of the course was hugely helpful to me as someone who has studied in depth the root and impact of anti-Black and anti-Indigenous racism in an American context. It’s so common that Americans assume things are much better in Canada. This information illuminated for me that I have much more to learn about anti-Black research history in Canada, and I will pursue further opportunities to learn! One thing that I will definitely take moving forward as a researcher is the importance of collecting disaggregated race/ethnicity data so as not to conflate the experiences of participants. I’m reminded that research is a powerful tool in the pursuit of equity, but without conscious intentional anti-racist strategies research contributes to the harm.
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For me, it almost always comes down to the system of racial capitalism that we operate within. This system makes it challenging to prioritize community needs as each individual is tasked with supporting themselves. This system also dehumanizes and oppresses people as their contributions and existence are commodified, and those who cannot contribute are further excluded from society. This system must be uprooted! It’s overwhelming and exhausting to consider how long we have pursued this myth of meritocracy and how consistently throughout history anti-Black racism has reared its ugly head through individual and systemic action. This course has given me some hope in how I can challenge anti-Black racism in both my personal and professional life to work towards a better world for Black youth.
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Thanks for posing this question! One structure that I have found to embed youth within organizations to influence decision making is through youth advisory boards/councils/groups. Of course, these programs are susceptible to the same power structures and harmful normative practice that tokenize and de-value youth voice. However, with careful and intentional planning this structure can be used to involve uplift Black youth voice within organizations and systems that impact them and shift power to Black youth in decision making. These structures should prioritize Black youth in order to best understand the actual function of organizations.
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I wanted to share my “thinking out loud with members together” on 2 areas- thinking about the first part of the question that is posed to us and, wonder about the challenge posed in the second part of the question if that makes sense. Unsoo- thank-you for that important reminder of connecting lived experiences of “adult” or “youth mentors” into the kinds of supports we hope to provide youth as they are making their way. Would it be fair to suggest that these mentors would want to be aware not to “label” their experiences having been “the same”, but could be similar, so they don’t say necessarily “I know what you are experiencing”? Or, having lived experience, you in fact CAN say that? That is one thing I wonder and want to more intentionally learn about/understand. I am white so I hope this query has not been unintentionally ignorant or of white privilege. I sincerely apologize if I have been offensive. I was asking from the point of view of “active listening”- I am a Nurse . The second thing I am now wondering is the actually question being posed in the second part of this topic. And I may more be asking myself what is “my” second part of the question to think about based on what I do. Totally thinking out loud. Love the idea of first part of question “How might we move beyond service needs and gaps Black youth face” ( love being pushed). Here is what the second part of the question makes me wonder-is , in fact, my challenge to “proactively design pathways to inclusion in the youth sector”? or is my challenge to “proactively imagine pathways that promote where black youth see themselves and see possibilities for their own future?” Does that make sense? I think about the social determinant of health of education as one example. It is a foundation for income, self-efficacy and expression, eventual housing, food security etc (i.e. earning an income eventually and therefore getting to have broader choices in life AND match your strengths/ talents to jobs you might be interested in). For SURE there continues to be a need for youth sector support for youth living with a mental illness – or a period of time of mental health struggle but not due to a mental illness. So that immediate gap exists! I am thinking in my job on the factors that promote broader positive mental well-being (what we call core protective factors in public health)- enhancing control, quality social relationships, positive participation in education and social inclusion promotion. How can I help youth see themselves. One thing I wondered about what how to have youth see themselves in potential careers- we don’t know what we don’t know! And I want youth to see themselves in a variety of career paths. Thanks for this ability to think out loud. TOO long a post I know.
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Research findings are a way to communicate with and convince people who do not know or admit the reality. Reasonable people my accept facts based on research findings more easily than emotional loaded opinions. However, “facts” don’t mean just quantitative results. It can be results of qualitative research related to personal experiences, anecdotes, and interviews as well. Especially acknowledging the community members related to the research topics will work as a powerful source of research and also implementing, making use of the results of the research. Researchers should involve community members collecting data for the research, report the results to them, and apply the results with them.
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I was a students’ rights activist in my twenties, so I always think about bringing the voice of students in my classroom. Acknowledging and taking account of their voices give students more power for themselves to thrive in their learning and in the community. This will have no pushbacks from other students as I will have their voices also, but students who are silenced by the society will have more chances to bring their voices out. This will also serve as a better chance for their wellbeing as they will be able to advocate their own needs and will feel less marginalized and less oppressed.
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First of all, thank you all at YouthREXABRCertificate program for having all of this. Secondly, thank you all for having this forum and specifically this thread. There have been waves of guilt and shame in going through the modules as I come to terms with how much Anti-Black Racism I have internalized as a Black Woman. I truly hope to implement what has been shared in future work with children&youth, but the guilt and shame is still there….I should have known better, as opposed to being frustrated at kids who were “not trying hard enough” to “fit into the system”…..
While I could brush it off as thinking they are just kids, I do wonder what they think of me as far as trying to do/be better and different now…..
Again thank you all for providing so much food for though; and this opportunity to reflect on our work, interactions, and ongoing engagement with community. -
I agree with you, Unsoo. I believe that black representation in the education system must be considered to increase the number of teachers in schools.
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As a ww I feel that Black youth should be a part of this process right from the first step!! This is their expertise and it should be designed by them, for them.
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I really love the idea of dreaming you have expressed here, Tobin! I think society and mainstream media has situated Black youth within such a deficit-based, damaged-centred framework, to use Eve Tuck’s idea in Suspending Damage, that we often forget that it IS possible to think about things differently and in turn, do things differently.
The “good enough” that Black youth are often offered in terms of services is not, in fact good enough and it requires a radical shift in thinking, which as you mentioned, starts with dreaming up new possibilities. This, I believe, requires youth participation, community involvement and family inclusion. We can’t dream of supports without dreaming with those the programs are supposedly designed for. We also can’t dream in the same way we do for every other people group. The plight of Black folk in Canada is much different than other people groups, and thus programs dreamt of may look unorthodox and non-traditional and that is okay. Perhaps then they, the programs, might actually meet needs and not simply be a tick on a tokenistic checklist.
