Member Griffin
MemberForum Replies Created
-
I think pro-actively designing pathways to inclusion in the youth sector involves centering the experiences, perspectives and voices of youth in the youth centre. This includes youth led programs, peer support/ peer support trainings and community trainings. It involves workers using intersectional advocacy and a continuous reflective/ reflexive framework and a commitment to listening to youth. Services need to be developed by communities with less restrictions by the government regarding reporting, funding and policies.
Furthermore creating a future that in abolitionist, divests from binaries and centers transformative justice is imperative in creating a inclusive youth sector.
-
A simple thing I can do is more actively challenge my pre-conceived notions of what “success” is and understand that it is largely based on Eurocentric ideals that fail to acknowledge the inequities that continually oppress marginalized groups, particularly Black youth. At my organization, I hope to lead more conversations regarding exceptionalities and the ways Black youths with disabilities face challenges fueled by racism and ableism.
-
The harms of systemic racism underlie many of our current institutions, organizations and implicit biases. In a future where anti-black racism is dismantled, we must first and foremost acknowledge the overt and covert racism that had long hindered Black people from receiving the quality of care and support they are entitled to. Alongside this acknowledgement, I believe the youth sector need to actively participate in restorative justice to establish a trust with the communities who have long been marginalized. I believe only after these efforts can organizations, engage in thoughtful, meaningful and true co-design with the youth and families they hope to serve.
-
Currently I work within a youth treatment centre and even though my workplace does not primarly work with a large population of black youths, we have begun to implement more services, trainings, meetings and activities into our every day work (as we should) in order to shed light on the issues in our community and to better educate the youth we work with.
With that being said this link was recent’y shared with me and I thought it would be nice to share with everyone.
-
Music has such a powerful connection, and a couple of times while doing the modules, I would go back and listen to the amazing song selections again just because of the messages and feelings they conveyed. When I first heard ‘If I Have a Son’ by Ruth B. in a module, it made me cry. The words ‘I hope I see the day where I don’t have to pray/Every time you go’ hit me hard. They really reminded me again of what incredibly important work it is to talk about anti-Black racism, and the very real implications these modules of enriching education, emotional experiences, and research insights, have for all of society to do better.
-
In one of my online teaching practicums, what I really loved was dedicated time in the classroom on allowing students the space to formulate their own workshops and tutorials to their fellow students, showcasing personal skills and talents. I think in-class programs where Black youth could shine would fundamentally be based on their own interests, these would be places where they can grow and help others in ways that are both educational and engaging. Too often, Black youth are positioned in opposition to these factors, and this takes away from the wonderful contributions they can make to the class as leaders in their own crafts, whether this be in core subjects (like sciences, language, math, art, music, etc.) or even creative platforms like Minecraft! As some of the discussion posts above mention, co-constructing what inclusive and welcoming programs might look like in a classroom-environment will largely depend on the Black youth themselves. This will take away from the dichotomy of assigning speculative solutions from an administrative point of view, and rather gives Black youth a way to express their own vision of what anti-Black racist spaces might look like based on their own lived experiences.
-
I work for a school board. We need more learning spaces in schools dedicated to Black Youth programming and supports, staffed by Black professionals, supported by Black-led organizations. Black youth need safer spaces to develop and use their voices.
-
Agreed! In my opinion, in order for black youths to feel safe enough to use their voices they need to see their own as the ones in these authorative spaces and the ones implmenting these services and programs.
-
-
Anti-Black racism, in today’s world, manifests in more covert and sophisticated ways within institutions, systems, structures, communities and individuals. What used to be easy to identify and call out in the past has been shifted to maintain white supremacy and recodified to making it challenging to name. Terms like equity and diversity are used to give the suggestion that anti-racist work is being done when really whiteness is being maintained in new ways.
-
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.
-
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.
-
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.
-
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.
-
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.
-
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.
-
-
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.
-
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!
-
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.
-
Hi Alisha,
Thank you for sharing these thoughts. I agree that services being developed and led by Black communities are imperative to building new structures that are sustainable and supportive for Black communities.
-
I agree!. The point you made about engaging with the clients instead of having assumptions about them prior, in my opinion is very crucial and is something I too recently began to practice within my own work. I’ve learnt that it’s better to get the clients experiences and perspective directly from them because, especially black youth, these systems (child welfare, educational, and the healthcare system) don’t always represent them in a positive light. This then leads the people working with them to have those documented assumptions.
-
That’s a great point. My organization just started a similar committee, but we should definitly now work towards inculding black youths from our community or even within our organization to help build on these changes, to ensure that they actually reflect the issues black youth face.
-
I agree LeeAnn, I think it’s safe to say that we are all victims of thinking that way and comparing our surroundings to other places. I too sometimes catch myself seeing the injustice towards the black community that happens in America and thanking God that its not here, but the true fact is that it is here. We might just be better at hiding it.
-
For sure! I hear those same comments a lot as well Andrea. It’s so easy for Canadians to compare themselves with others in regards to racism, but I look at it as a way for Candaians to make themselves feel better, which in itself enables racist mindsets and indivduals to take pride in their behaviour.
-
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.
-
Thank you sharing your experience Michelle. This actually helped remind me of the approach my own workplace used to have. Even though everyone had similar knowledge about anti black racism and the barriers that even my workplace could have changed over time, still no action was taken until recently. So I can defnitily relate to that.
-
YESSS! Well said Tarena,
Great point shedding light on the importance of black representation in positions related to authority. There aren’t enough black faces and voices within our social system such as the education system, justice system and healthcare, which I feel leaves a large gap for racist people to implement such services and policies.
-
Mike, I really appreciate the honest reflection on your personal experience as a white person grappling with the complexities of race, whiteness and white supremacy. I can certainly say that I too, lived much of my earlier years with a blindfold over my eyes, and now that I have taken the blindfold off, I realize how much unlearning and learning I need to do. I can very much relate with your comment, “the more I learn, the more I realize I don’t know”. While I often feel overwhelmed that I am only in the infant stages of my journey to becoming an anti-racist, I am grateful for the humility I have gained throughout this process. When it comes to dealing with racist family members, this can be an incredibly challenging situation to navigate, but I have found progress in planting seeds over time. Though time has been of the essence to attack this issue, strategic delivery remains an important aspect when dealing with our covert or overt racist white folks. A helpful saying that I learned from an incredibly brilliant Black, queer, activist was “instead of calling folks out, call them into the movement.” I hope you can find as much power in the statement as I have.
-
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.”
-
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. -
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
