Across many schooling institutions in Canada, many educators understand that nurturing the intellectual growth of their students is a multifaceted process. In their various capacities, these instructors seem to believe that getting the best results out of their learners requires a versatile approach, which seeks to recognize the talents and traits of students on a deeper level. However, because these comprehensive outlooks too often do not stem from culturally sensitive societal paradigms, they have failed to materialize into creating inclusive and positive educational environments for many Black men and boys. Studies have found that Black men and boys in Canada are forced to endure in academic settings in which anti-Blackness, often coupled with gender biases and classism, have a pervasive presence. According to a study done by Dr. Carl James and a team of researchers in 2017, Black men and boys in schooling settings receive disproportionate punishments for minor instances of misbehaviour, are encouraged to prioritize sports over their studies and are labelled as “thugs” who possess an innate inability to maximize their full potential. The unwillingness to see Black men and boys as complex beings, worthy of holistic engagement, has various consequences. Some of these include the development of negative self-perceptions, depression, and anxiety, as well as increased chances of ending up incarcerated. There calls for a collective conversation to address the outcomes of this concerning way of operating.
In–Person Locations: Toronto and Winnipeg
