Member Shanieka
MemberForum Replies Created
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Based on my professional experience, I think that providing definitions and education regarding any professional and agency-related terms used in an Evaluation process is important. Sometimes, we use terms that are jargon that are not known by the general public. The other thing is that there are a lot of terms misused by the public. I also think that defining terms used with youth helps to educate the youth. The latter also may allow for buy-in to the process.
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By drawing on research finding through case studies, qualitative studies and literature reviews, we can effectively learn from the perspectives of black youth as learn more about how harmful anti-black racism is. This also continues the focus on advocating for systemic change and culturally informed supports to address the challenges these youth face.
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I think community engagement is a key aspect of designing pathways to inclusion. Directly engaging with youth and their communities, to continue to build last connections and relationships. Additionally, providing the space to empower youth to actively participate in leadership roles, and program design/implementation.
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One simple thing I could do is actively listen to the stories, experiences and perspectives of black youth I support. It is crucial that their voices are included in decision making processes to ensure the their needs are being met, and are reflected in the services I provide.
Similarly, my organization can continue to amply the voices of black youth, and include them the decision making process they have as an organization, when it comes to providing supports and services.
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This module has perhaps been the most intriguing of them all. I have been spending most of my time in this certificate sitting in discomfort thinking, “I can acknowledge my privilege and my biases, I can acknowledge that racism very much exists in Canada still, but what can I, as one person, tangibly do?” It is true that my privilege, as a white person, is what allows me to even be able to ask that question. To have the possibility of saying “there is nothing I can do.” The most eye-opening theme of this module was that it is not enough to be aware. You need to take action. As a teacher in Ontario’s education system, here is what I can do.
1) The most simple thing that I can do is to perform some critical self-reflection before and after my interactions with Black youth in my classroom and their families. What biases or assumptions am I making? Am I considering the perspective of the people I am serving? Am I considering what privileges I have in this conversation and how they might be harmful? Am I willing to admit when and if I am/was wrong?
2) When Black youth comes to be as a trusted adult and tells me about any form of micro-aggression or otherwise that they have experienced at school I need to take it very seriously. I need to show this student that I truly am an ally, that it will not be tolerated, and that they are believed.
3) I can advocate in my organization to do the one simple thing that I think they can do. Make this certification mandatory. I came across this certificate in a singular email sent out by my school board. It was optional. It could have easily been hidden amongst the hundreds of others that we receive in a week. There were no reminders that it existed. There are no barriers to enrolling in this certification and learning, it was free. I am so glad that I decided to learn, because I have learned a LOT. However, I do think that the people who might decide that this certification is not for them, are the ones that may need it the most. Our privilege as a mostly white staff allows us the choice whether or not we want to engage in this work or learn from this course. We should be checking that privilege at the door. I wish that everyone would choose to enroll, but the reality is that they won’t. We should not have a choice.
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One simple thing that my organization can do to center Black youth well being in our work is to sit with them and discuss what their needs actually are, in a way that is action-focused and allows them to collaborate in the process of the organization becoming more inclusive. I work in education, and some students founded a collective for racialized students, and I have always been curious about the kind of funding they need. For example, do they want a paid coordinator whose job is to advise and advocate for them with administration, separate from the equity officer, who is somewhat in charge of everyone on campus. I want students to feel safe and like they will be heard if they bring their concerns and experiences to the administration and find a way for these to be communicated to us so that we can act on them.
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As mentioned in another post, I think the best way to ensure we are moving past identifying gaps and actively designing programs that centre and celebrate Black youth, we must ensure Black youth are integral in designing the programs. At the organization I work for, this would look like hiring Black youth to design and implement the programs we run. We can also uplift Black culture throughout the programs by supporting Black owned businesses for gifts, etc.
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One simple things I can do to centre Black youth wellbeing in my work is to continue to educate myself on anti-Black racism and Black experiences, and listen deeply to Black colleagues, staff, partners, and youth participants.
One simple thing my organization can do to better centre Black youth wellbeing is to ensure there are Black staff, facilitators and youth workers for our youth programs. I would also love to see the inclusion of anti-Black racism specific policies included in our accessibility and safety policies.
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I think the best way to go about designing pathways to inclusion in the youth sector for Black youth is to actively include Black youth and their families in the designing process of these programs, and not just in a superficial way that checks off a box. Black youth and their families need to be surveyed and consulted every step of the way. Truly, I think it would be best for people to leverage their own access to the system in order to ally with Black youth and their families and help them to design the pathways that they need. I think this because the only people that can truly understand the gaps and services Black youth and their families require, as well as how best to address those needs ARE Black youth and their families. So often, I feel like the system and organizations and their programs are “done to” so many minorities who need to conform to them in order to access services or benefits. They should be built and created for all people. This being said, I know that this is an ideal that I don’t know is possible, given how deeply rooted white supremacy is. I think there is room for hope, though. As long as we keep learning, growing, listening to Black voices and believing them.
Clearly, I am struggling to put thoughts together cohesively in this reflection. I think the biggest thing that this course has done for me this far is truly open my eyes and make me uncomfortable with what I thought I knew. As a white person, there are a lot of ways of life and perspectives that I either never thought of or didn’t think to question, and so I am in a phase of instability (the best way to describe it) right now. Processing, learning and growing.
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One simple thing that I could do in my personal practice to centre black youth is ensure that their needs are met and are being heard. I am committed to paying extra attention to how their needs may differ from those of their white counterparts. In addition, I will advocate for more workshops and educational training around centering black youth.
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I work in the healthcare system and much of my work involves supporting people in connecting to resources within the community. One thing I can do to improve the care I provide to black patients and families is work to identify and develop partnerships with black community agencies, educational programs, and mental health services centered on black youth wellness.
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In a world where Black youth are not experiencing anti-Black racism, I think that organizations would seek out to collaborate with Black youth in developing programs and services that match their interests and allow them the pathways and opportunities to develop and nurture them. As I was thinking of an answer to this question, it struck me that a lot of the ideas I was having, such as programs that are geared towards engaging Black youth in community and leadership opportunities that interest them, is that a lot of these ideas and opportunities are not broadly practiced because there is a limited conception of what Black youth need, and this failure to imagine that they could want or need something beyond the gaps and inequities created by anti-Black racism means that Black youth are denied opportunities and pathways that go beyond addressing ABR. To be clear, I don’t think the solution is to stop identifying service needs and gaps, however, I do think that in order to serve Black youth, we need to be thinking beyond serving immediate needs and providing services and opportunities that are more holistic in approach.
Out of all questions I’ve had to answer so far, this to me has the most emotional impact. On one hand, this question is about imagining a better future, but to me, it also comes with this devastating conclusion that the services that many (though not all) organizations are developing for Black youth address needs and gaps, perhaps at the expense of developing programs that would go beyond ensuring the basics to participate. It reminded me of the lecture “Strengthening Engagement with Families and Black Youth,” because I think a lot of organizations underestimate Black youth and all the intellectual and creative talents they possess. So, there is now a sadness and devastation inside of me that I now have to sit with and work through, which I think is what I needed.
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Anti-black racism persists in Canada for many different reasons, which are rooted in the history of slavery, discrimination and colonization, and continue to this day. Many Canadians are not even aware of these historical roots in racism, as it was not included (or minimized) in the school education system and largely ignored or erased in other aspects of society. I see this daily in my work within the healthcare system where black folks continue to have limited access to quality care and experience microaggressions from care staff. These are not just facts, they have real outcomes that impact peoples health and ultimately their lives. This issue is seen at a systemic / organizational level, as well as interpersonal interactions within the care system. Although some organizations are starting to implement anti-racism and anti-black racism policies, these are yet to be seen as anything other than performative or “checking the box” as other people have mentioned in this thread. More work needs to be done to address this in a meaningful way.
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There was truly so much research that was shared in the module, and in the additional resources! Thank you!
I think it’s important to stay up to date with research, and amplify research as it is relevant to your field. For instance, reading about and amplifying research on environmental racism, such as Dr. Ingrid Waldron’s research, is an important part of my work practice. Not everyone stays up to date with research and/or best practices, so the more we can share up to date best practices and research that are created by Black folks, for Black folks with our colleagues and community, the more people will be able to integrate it into their work.
Additionally, so much research already exists that contains recommendations for implementation that have yet to be actualized. Using these recommendations as the root of advocacy work within our organizations and institutions is an important, necessary way to ensure the research is applied and integrated.
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There have been are so many recommendations and proven strategies that exist to dismantle anti-Black racism, including specifically in Canada, many of which are mentioned in this course!
A huge area of opportunity for making systemic change is ensuring that Black history and Black realities are integrated into school curricula and that teachers are educated on anti-racism so that educational gaps are addressed at a societal level. It is challenging to change curriculums, but if you assess curriculum objectives and outcomes there is always a way to integrate Black experiences into achieving the outlines goals of the existing curriculums – often no matter the subject!
Additionally, as I work in a non-profit, I think a huge area for improvement is addressing white supremacy in our work cultures, such as ensuring companies and organizations have anti-racism policies that specifically address anti-Black racism.
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This is such a good, thought-provoking question. Both the quantitative AND qualitative data presented in this module were powerful, and, quite frankly, eye-opening. The problem, however, lies in the fact that it might not be well-known. It would be a really good idea, I think to invest in a social media campaign of sorts with bite-sized pieces of information to share to make the data more understood on a wider level. I also think there is so much power in personal testimony and stories. People can connect and understand (as much as possible) on an emotional level with the trauma that Black youth and Black families experience on such a frequent basis. This may actually be a better driver of change than numbers on an infographic. I was very interested in the lecture about the impacts of racial discrimination on the mental health of Black youth and their families, and I was struck by the fact that most of the studies cited came from the USA. The lecturer, in fact, was very vocal about the fact that there has not been a study of this same issue completed here in Canada yet, and I think a study done in Canada would be a good place to start. The first lecture mentioned a lot about how Canada’s claim of being a diverse and multicultural society actually leads to a more insidious form of racism because many don’t believe it exists. If we could refer to data coming specifically out of Canada, I believe it would be an eye-opener for many, and no one would have the ability to deflect with comments such as “yes, but that is in the United States. We are more tolerant here.”
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What a beauty-filled inquiry. I am going to return to add to this thread. But first, I need to sit with its depths, complexity, and nuances, while gathering my experiences.
Thank you for this prompt.
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Thank you for your insightful opinion. I am particularly interested in religion and the framework it oppresses, especially gender/sexuality diversity and religion, so I became interested in your opinion. Like anything else, religion does not exist alone like an island. They are under the influence of society and the system and are not free from the interests of people and groups responsible for their religion.
There are also many cases where they are stingy in applying and interpreting their scriptures in the context of reality. For example, the Bible verse about loving your neighbour as yourself loses its power when today’s religions and religious people who deny homosexuality cite the Leviticus verse. Unfortunately, their interpretation of Leviticus contributes to strengthening the foundation of hatred towards sexual minorities.
Maybe we should learn archaeological anthropology, but I think we need to look into how people in Africa, the Americas, and Asia lived before Western imperialism and white supremacy were implanted, and we may be able to find an answer. I was thinking, why not restore and find the “indigenous spiritual traditions” mentioned in the table you presented and what we learned and apply them to the modern context?
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These are great points, and I do think in a way, returning to a time before Western white supremacy took root and applying what was done then to a modern context would be an interesting thought.
I think that Christianity in particular does have quite a bad track record when it comes to spreading hatred. But I do think that it is harmful to over-generalize all of Christianity or Christians as exhibiting hatred toward others.
I don’t know enough on this topic to truly form an educated opinion either way, but I think that what the original poster is questioning is how to marry the fact that Christianity does have such a bad track record with the fact that there are many Black youth and their families that are in fact Christian without dismissing their religious beliefs or affiliations. I do think that people do have a fair bit of agency in which religion (if any) they choose to follow, though I agree that environment and society certainly factors into this decision.
I almost wonder if the best thing to do (like the lectures said in Module 3), would be to just broach the subject with those Black youth and their families. Have a conversation with them. How do they feel about it? What are their thoughts and experiences?
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Education like these webinars allows community members to acquire some knowledge about the topic and reflect on their experiences.
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I love all the music that is included in the lectures, some familiar favourites and others I have not heard. I have been looking to add more Black music to our classroom playlist. Thanks!
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It’s so frustrating; my sense is that cognitive dissonance continues to be such a big and real problem – ppl just can’t get over the feeling of shame and can’t see the role they could take if the concepts were simply accepted to be real, poignant to them even if they aren’t black identifying. Dismantling won’t happen if only a small portion of the population gets it…
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I think anti-black racism is still a problem in Ontario maybe because of a lack of knowledge of the history Canada played and the impact it had on black lives. I think Canada has a persona of being polite and treating people well but Canada’s history would suggest otherwise. I found the lecture about the history of Canada to be very powerful and I think there would be value in teaching Canada’s history in schools. I think when one has a reputation to uphold it becomes easy to say it doesn’t happen in our backyard, or we (Canadian’s) are not like the States. In some ways we may be worse than the States because here it may be more underground because people are being polite and that may be way more of a challenge to change.
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Some of the most interesting research findings from Module 2 were in the second last lecture, “Pathways to Mental Health Care for Black Youth.” One of the themes that emerged throughout this module, is that research shows that Black youth want to be consulted and exercise agency in the care options that are presented to them. This insight reminded me of an article I read by Dr. Shaun Harper, where he said that it’s just as important to look for the things that help Black students succeed in higher education (such as mentorships, strong social ties to the university, academics that they are engaged in), as it is looking at things that negatively impact their journey through higher education. As I previously said, one of the recurrent themes in this module, and the research that has been presented, is that Black youth succeed when they are able to exercise agency.
To me, the question of how to use the research of this module is how to become an effective advocate and supporter for Black youth and their families as they navigate institutions. I think that this research makes a compelling argument for more diverse hiring practices at all levels within different institutions, and that institutions have to implement regular training as well as create ways to track progress and be held accountable. But I return to this piece about the necessity of ensuring that places like schools are safe for Black youth to navigate, and that part of ensuring their safety means ensuring that they and their families are able to collaborate with the people who are working with them, and that these people are trained to be self-critical and reflective of their own practices, for example recognizing when they are adultifying a Black child. To me, the social change that this research bears has to begin with the practitioner, and them developing awareness of themselves so that they can better understand and assist Black youth and their families, instead of penalizing them for the barriers that are created by anti-Black racism.
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Love this! Thanks for sharing 🙂
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I was listening to an interview with Malcolm X the other day, and I’m familiar with some of the sermons from Martin Luther King Jr. There are a variety of ways that Black leaders have approached activism and religion. I’ve had all sorts of expression of religion from Black students in my classes – Muslim, Christian, Rastafarian – but I feel society and critical theory pushing negative messaging around religion.
In listening to the first lecture in the Centering Black Youth Wellbeing course I saw this when describing White Supremacy: Christianity is associated with colonialism, clearly (religion doesn’t have a great track record here), and thus villified. But I don’t have a clear thought on how to approach this or post-colonial theory with Black Christian students.
I’m curious how you all both honour and challenge religion in your circles?
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This is a GREAT point! I was thinking the same thing (within a different context) earlier in my lecture actually. At school, earlier this year, one of my students experienced a racist comment from another student. I called their parents and explained how seriously we took it and how it would not be tolerated and how we would like to deal with the issue. I was essentially informing this Black youth’s parents. What I didn’t take into account is their lived experience with racism, nor how they would have liked the situation handled. Obviously, they can’t ultimately decide the final consequence that the other student faced (neither can I, for what it’s worth – that’s an administration thing), but I could have asked for their thoughts or opinions and their feelings around the issue and then advocated for them/presented them to my superior. This is what I will do when and if there is another incident of this nature.
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Hi Abinna!
I think you make a very good point in saying that before we do anything we need to take stock of where our own biases and social location lies. In my response, I shared a lot about how I believe that we need to empower Black youth and their families to take the lead on designing these new inclusive pathways. I also added that in being an ally, the role I envision for myself is taking an active role as well by assisting in any way that I can. I can’t authentically do this, though, if I have not first stopped to do self-reflection on where I stand. What a great point!
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I’m curious – it’s been a few years since this comment, and I wonder if there is any change in the experience of the brick and mortar cannabis shops. Have they continued to integrate into the community fabric? Do they persist with stigma? Have they contributed in any way to their communities?
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This is a wonderful response Mike. You have captured my thoughts and feelings exactly. I found myself getting very frustrated speaking with friends and family about what I am learning in this course, as I noticed that they would immediately revert to a position of defensiveness. I shared some of the history with them from Module 1 about how many of the Loyalists who came to Canada with a promise of land and a better life eventually left because they encountered discrimination and broken promises instead, and my family was shocked (as shocked as I was to learn this). There is a lot of learning and unlearning that we need to do as white people in this country, and I agree that personal stories that we can connect to emotionally are the way to start.
