[Tim]

Hi Dineira. Thanks for your sharing. I will look into what you said about “Implementation Science”. That sounds interesting. Also great to hear about the person who spoke about translation into plain language. Think it is important to get these discussions happening out in wider forums. I am thinking if and when people choose to perhaps call in to a Talk Radio show they give thought to the way of expressing ideas in simpler language or maybe even very briefly explaining significant terms like “Intersectionality”. I love this word and concept but it has taken me a while to fully understand what it means. What I notice sometimes in meetings with people who work in similar fields is they use terms and acronyms and the like with the assumption everyone understands. I think it is good to really think about terms and about the audience one is speaking to. Anyway thanks for the input.

[Deinera]

This is something I was thinking about too as I watched, and reflecting on afterwards. The lectures were all fantastic and beautifully written, but yes, how do we translate this information out the to the folks we work with in ways that are accessible yet retain the core messages? I was thinking about the field of implementation science, where I work, where the goal (broadly) is taking complex ideas from research to help make them more accessible in real-world practice. I think a lot of people are working on this question of knowledge translation of anti-racism theory and research into daily practice and organizational change, but I think there is still a lot of work to do in this area.

[Emily]

Thanks for starting this thread Lorrie! One thing that stood out to me during the lectures was the idea of paying attention to feelings that pop up and/or recognizing any discomfort when challenging internal beliefs. One thing I have noticed is that discomfort can turn into defensiveness (aka white fragility). I think it’s especially important for folks who work in helping/education professions, or professions where they may be exposed to trainings such as these to continually learn and challenge themselves. This can be at the personal and organizational level.

[Emily]

I’m not sure if this answers your question, but something I work on actively work on is to create plain language summary versions of documents (reports, publications, etc). This makes knowledge accessible to folks with various disabilities/needs, as well as the knowledge accessible to folks who aren’t in the field. Here is an example of what a plain language summary could look like https://bit.ly/DemystifyingDisabilityPlainLanguageVersion and an example of a guide https://authorservices.taylorandfrancis.com/publishing-your-research/writing-your-paper/how-to-write-a-plain-language-summary/

[Stephanie]

I agree with so many of the comments… Racist thoughts, actions are so often denied – particularly as racism is seen as a problem south of the border, or as individualistic ‘bad’ behaviour. We often don’t see our own complicity in how systems and structures protect and uphold racism and white supremacy.

[Stephanie]

So many great comments already! I love the idea of partnering with youth – centering their ideas, their needs, their strengths. I think an important part is working from an Afrocentric lens and the centering of culture, community and identity at each step and level – making shifts at both micro and macro levels

[Megan]

I also believe people have naïve realism and believe that if they are not being actively racist then it must not exist to the extent that it does. I think the spoken word of how to be an ally really highlights this point. The speaker mentions that they do not want you to fight beside them but instead need you to fight in front of them. Being an ally means you are willing to actively be ANTI-racist. Neutrality or doing “nothing” does not equate to being an ally. There were many parts within the modules that spoke about the uncomfortableness associated with addressing racism within our own cultures and biases. To say that one has not been affected by bias is going against what it means to be anti-racist. As ally’s we need to actively acknowledge and fight against the interpersonal, internalized, systemic, and/or structural racisms that exist.

[Stephanie]

My start is scheduling time each week to engage in critical reflexivity and to partner with my colleague for accountability as I unlearn and relearn on an ongoing basis

[Liz]

I agree with this! It’s one thing to understand the work that has to be done, it’s another thing to actually commit to doing it. I will also make a commitment to this work by scheduling it into my calendar.

[Steven]

I think anti-Black racism is still a problem because we too often see racism as being “active” (I haven’t done/thought/said something that is racist), when in fact there is racism in doing/thinking/saying nothing. Racism moves from generation to generation if there is no sense that those who have been privileged by the racist actions of their ancestors, fail to move beyond the “nothing” stage and start the work of taking concrete action to effect change in their communities.

[Steven]

The one thing I will take away from this is to always remember to allow youth to be the centre of their own narrative – this means finding opportunities to listen to Black youth, rather than relying on assumptions or previous experiences that could be rooted in underlying biases. My organization could take a broader approach to this kind of listening when developing community engagement and outreach strategies, as well as refining its programming. Taking the time to consult with Black youth with the goal of developing curriculum that will be the most meaningful to them.

[Emily]

That’s a good point – I work in a capacity where I am able to help implement changes in curriculums in mental health settings. One thing that stood out to me in Module 2 for example was allowing youth to share their stories (even if they may be sharing a story that seems similar). This made me think of how it is important for youth to share their feedback in a variety of settings. For example, in one mental health setting in a community based program, versus in a school-based program, the needs of youth may be different. It is important to not assume the feedback to programming will be similar, as the needs may vary depending on the different settings.

[Catherine]

I’m not sure I have anything new to add after reading through the comments. I agree that there should be Black folks in levels of leadership and within front line staff working with youth. And I love the ideas of involving youth in policy making and creating programs to share their opinions through art, photovoice pieces, surveys etc. I think it would be a great opportunity for youth to be paid for their work, their knowledge, their ideas and voices.

[Sarah]

We know that the collection of disaggregated data in systems like child welfare, health care, policing, and education is important for tracking change over time, and to assess if organizational changes are addressing anti-Black racism and improving outcomes for Black communities. I have seen how research findings in my own organization have sparked some critical thinking about how to make changes to better support Black youth and families.

At the same time, while I value research as a tool to inform practice and policy, I think we often know what we need to know to do better. We can often draw from a wealth of existing formal and informal research and knowledge. However, when meaningful change requires structural change and the shifting of power to folks who have traditionally been denied power, it can be ‘easier’ for organizations to create a new research project or study to give the impression of immediate action.

[Nawesa (Marcella)]

<b style=”font-family: inherit; font-size: inherit;”>One simple thing I can do to centre the wellbeing of Black youth in my work is to be welcoming, approachable, and a wealth of information<b style=”font-family: inherit; font-size: inherit;”>. The organization where I work is anti Black, very hierarchal, and therefore toxic, so as a Black female, it is a struggle just to get out of bed and show up each day!

<b style=”font-family: inherit; font-size: inherit;”>

<b style=”font-family: inherit; font-size: inherit;”>Since so much emotional labour is expected in my role, I am usually emotionally drained even before I get to the office, where everything about my existence is constantly policed, monitored, surveilled, a<b style=”font-family: inherit; font-size: inherit;”>nd micromanaged. Already having to deal with those additional burdens, I attempt to go above and beyond for Black youth and give them the information and supports no one else is likely to give them, which means I probably cross the line sometimes<b style=”font-family: inherit; font-size: inherit;”> by giving them my personal contact information.

[Nawesa (Marcella)]

A great place to start would be telling a fulsome and truthful history. Black people have been in canada as long as europeans have. The first Black people came to Turtle Island/canada as enslaved Afrikans, as property of the europeans. Black people were forced to build this country against their will for free, yet Black people are treated like they have no right to be here. Once Black people are included in the telling of this country’s history, I believe that would help to begin the process of eliminating a bit of the anti-Black racism. For example, most canadians do not know that Black men also fought in the wars to protect this country. Yet when remembrance day rolls around each year, only faces of non Black, non Indigenous and non racialized soldiers are depicted. Why is that? Why have Black people been left out of the history of this country?

As well, anti-Black racism is written in the policies of this country. Black people were/are welcome to come to canada to work, but are not welcome to stay and raise their families. canada needs to acknowledge its poor treatment of Black people; canada needs to apologize to Black people, and not in a performative, disingenuous way; canada needs to pay reparations to Black people; canada needs to write policies to undo and eliminate the anti-Black racism they condone each and every day; canada needs to redirect monies that currently go into policing Black people into social services, programs and communities that will empower Black people and enable them to thrive. The police have finally admitted to targeting Black people. Black people face anti-Black racism in all aspects of their lives. canada needs to abolish their caste system which has intentionally placed Black people at the bottom of society.

[Lauren]

In the places in which I work, there are implicit and systemic biases that are starting to be focused on, and I want to use every opportunity to push this agenda forward and ensure that Black Youth receive the understanding and support that they need. I will reflect on my privilege and expand my skills and knowledge about racism in my field to educate myself further and also educate others.

[Sarah]

In my position, I will continue to seek and attend opportunities to learn of the stereotypes, injustices, and assumptions that occur and the effects Black youth experience. I will listen to those with lived experience, and do my best to understand. I will reflect on the privilege I do hold, and work to dismantle implicit bias that I have learned, and call out when I witness implicit bias of others in my community. I will promote an environment that demonstrates inclusion and equity.

My organization would benefit from continued training opportunities and discussions that focus on cultural competence. These opportunities and discussions must be met with implementing action items, and not simply acknowledging concerns or issues.

[Holly]

This is an interesting question but an important one, Tim. I agree, I am not an academic but I have learned the “buzz” words within our sector that are used to describe experiences and realities that continue to be used. To what someone else said, language being used makes some groups feel more woke than others but I do feel like we need to deconstruct but maybe fuse simple language to describe the experiences so that they are accessible. Context helps when sometimes buzz words become too flashy.

[Andrew]

Drawing a little on what some other folks have said, I’m imagining an organization that has hired Black folks to all levels of staff and management, and which has partnered with organizations that serve Black youth. I agree with Lux NLN in imagining an organization where Black staff thrive, which I think is important for Black youth to thrive, as well. Black youth are consulted on program development – whether or not the programs are meant to serve Black youth specifically – including in the co-design of youth-led programs, which provide opportunities for leadership. And of course, doing all of this from an empowering strengths-based framework, as Danica Fisher said.

[Moraig]

Regarding the “it’s not just white people” who are complicit in climate change- this is a crisis that cannot be reduced to individual consumers. We are facing an existential crisis because those who control the levers of power are driven by greed. And those systems that are driving climate change are entrenched in white supremacy. The climate crisis won’t be solved by individuals choosing paper straws and starting a compost. There has to be a system wide change so that we are not reliant on fossil fuels because we still need to heat our homes, get to work, and get products to market. And individuals can’t change the way we do that. It has to be a system wide change that does not put costs on the consumer but rather insists that the obscenely wealthy stop profiting off the destruction of the planet.

[Lux]

Hi Tim,

I think you have a really interesting question. I would challenge the watering down or simplification of words and terms to make them “accessible”. I’ve entered spaces where I’ve had to learn words like “carburator”, “touchdown”, and “emulsification” to understand the conversations and engage in those spaces. If someone is claiming the language is too “woke” to engage with, I do not think using other language is going to get them to engage. It is not the language but the context that these folks have an issue with.

[Andrew]

I see what you’re saying, but I think Tim might have a point. I think there are folks who would have an issue with these ideas even if they were put into other language – a the same time, I think that words like ‘privilege’ can take time to fully understand, and some people find it more challenging than others to learn words that describe fairly complex social phenomenon. Using ‘priviledge’ and ‘intersectionality’ and ‘location’ in a matter of minutes can lose people even if they want to follow what you’re saying.

[Tim]

Hi Andrew. I am not suggesting terms should be watered down. Rather about the benefit of thinking about these terms and concepts and ways to get some of the information and ideas across to people who might be receptive but are not versed in the language or terms. I have been at many meetings online (mostly these days) where people there throw around terms or acronyms as if everyone knows or understands them when that is often not the case. I think some of these terms are essential to capture the nuance of meanings but sometimes when connecting with people outside of academia the message does not have to be as nuanced. I love the way one can find stories or metaphors to convey meanings – maybe this is partly what I am talking about.

[Tim]

I loved this course. It took me a while to get back into listening to lectures but I found them consistently excellent and challenging. I learned a lot about the history of Black people in Canada and the shameful way in many ways they have been treated. I know it continues and needs to be challenged. I realize this is part of our heritage along with the way we mistreated our First Nations people. I have never deeply identified with my own skin colour and I guess I realize I have just taken a lot of the things for granted. I also feel that while a lot of the tools I have learnt and have been given for seeing and examining – they are not perfect or without limitations or risks. I can understand how a poor life and circumstance challenged white man who has been take advantaged all of his life by “the system” would struggle or resist being called “privileged”. I think like every other idea or lens that is brought to reality the tools that are part of ABR have their limitations and I feel they should not be used exclusively. I feel much more attuned to ABR now and equipped to name and resist it. But I also feel that I want to be aware of injustice and inequality and cruelty in all shapes and sizes and forms. For example it is not just White People who have led us the Climate Crisis we are in (although, yes it is primarily White Men of Privilege) but instead it is something intrinsic to all Human Beings – a focus on Self Interest and Resistance to Change and a Grip on Power. So I want to say a Huge Thanks to all the amazing scholars and spoken word artists and activists who create the content for YouthRex and this certificate in particular. The course has challenged me deeply, already stimulated in me ways I will do my work differently and already stimulated some good conversations and discussions with family and friends. We have four children aged 17 to 21 and they are all thoughtful caring people aspiring to make a difference in this world. I will certainly share what I learned with them. I will also aspire to share it with my colleagues. I thank the Folks at YouthRex for this great learning and I commit to doing some more courses.

[Saskia]

I fully agree and appreciate all of these messages. I believe that they truly encompass what this module was all about – listening to what the youth’s opinions and ideas are instead of guessing and forcing our own biases and point of view onto them. Making space for them to voice their own opinions in multiple ways and formats and being able to listen to them and apply them in the appropriate ways.

[Emily]

Melissa, your comment about “unlearning” resonates with me. This course has helped me to recognize my privilege in ways that I had not thought of before. I try to be mindful of it and to listen to the voices of others, but there are many areas of my life where I have taken that privilege for granted without ever intending to do harm. But intentions are not always enough. What is “one simple thing” that I can do to centre Black youth well-being? I can focus on learning about the lived experiences of others; I can actively seek out Black voices to inform my work; I can work to use my voice (and my privilege) to advocate for change. I can continue to listen and learn, and to do that I need to continue to “unlearn” lifelong lessons of privilege.

[Sarah]

Love your response. I think we are limiting our vision if we restrict our lens to ‘programs’, ‘services’ and ‘sectors’. Addressing anti-Black racism and working alongside and in support of Black youth requires that we work across sectors and beyond the traditional boundaries and logics of our roles and official mandates of our organizations. I echo others who have talked about the need for a holistic approach. I would also call for a responsive approach that accounts for and is accountable to the unique needs, hopes and visions of individuals, groups and communities. If we invite Black youth to tell us what they need, hope for, dream for, and demand, we need to be prepared to respond in ways that may not align with how our organizations have traditionally operated. It’s not enough to invite participation and improve representation in our organizations if we aren’t prepared to change our practices in response.

[Sarah]

My organization can listen and respond with humility, action and resources to the Black staff who are generously providing feedback on their experiences and sharing their ideas for how to make the organization a safe and empowering place for Black staff and young people.

[Nawesa (Marcella)]

<div>I don’t think anti-Black racism is being addressed at all in the so-called education system. I graduated from high school in 1985 and it was a toxic place to be; I HATED school! As a Black student, I did not find it to be an empowering place at all, and I was not inspired or encouraged to do well. In fact, I felt ashamed to be Black because the existence of Black people did appear anywhere in the curriculum, I began to doubt my own existence. Fast forward to 2023, and my understanding is, not much has changed, except maybe removing some harmful books from the curriculum, like Huckleberry Finn. </div>

I think teachers teach the curriculum they are given. Do they have any leeway with it? In addition, they cannot teach what they themselves do not know. The curriculum needs a major overhaul!

In terms of teachers developing competency in addressing anti-Black racism, I agree. When I went to school in the 70s and 80s, teachers did not know how to address it, so they simply did not. It was ignored. Pretending racism does not exist does not equip them to handle these situations. Contrary to popular believe, pretending racism does not exist will not make it vanish. Instead, it will thrive.