During Black Histories and Futures month, many teachers, faculty members, and instructors will be finding ways to create space for reflecting on Black History in their classrooms – both in Canada and around the world. While looking back on lived experiences, injustices, and triumphs is essential, supporting Black students in the classroom every day is equally important.
We know this can sometimes feel overwhelming – but we are here to help! The Faculty of Education’s EDID Coordinator, Dr Tracy-Ann-Johnson-Myers, shares insights and practical advice to help educators foster safe, inclusive, and truly authentic learning environments for all students.
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Q1. In some cases, Black students may be newcomers to Canada or have strong ties to cultures from around the world. What are some ways teachers can encourage students to learn about each other’s cultures, heritage and history without singling out Black students? What are ways that teachers can provide opportunities for students to see themselves and their cultures reflected in the classroom and for all students to experience diversity in the curriculum?
Response 1:
Teachers already carry a significant responsibility in the classroom, so many of the strategies I will mention require school-wide support. Inclusion and belonging must be prioritized at all levels of the education system, ensuring that teachers are empowered to create inclusive and safe spaces for all students.
That said, teachers can play a key role in fostering inclusion in their classrooms. They can encourage students to learn about each other’s cultures, heritages, and histories in inclusive and respectful ways without singling out Black students. This means integrating diverse perspectives across the curriculum, incorporating lessons, readings, and projects that highlight the contributions of Black communities alongside those of other marginalized groups.
Equally important is modelling cultural respect and curiosity. Teachers can create a safe space for dialogue, encouraging students to express their thoughts and ask questions about diversity, equity, and inclusion. Using culturally relevant resources—such as art, music, and literature from diverse backgrounds—helps students see themselves reflected in the content while broadening their understanding of others. Student-driven projects on family traditions, cultural heroes, or global celebrations can empower students to share their heritage meaningfully. As a parent of two children in an elementary school where there isn’t much racial diversity, I see firsthand the joy they experience when sharing their culture and life while growing up in Jamaica. These moments reinforce the power of representation and belonging in the classroom.
Q2. We all want to believe racism doesn’t happen in the education system, but that is unequivocally not the case. If an educator sees, hears, or suspects anti-black racist attacks are occurring, what are the best practices for supporting the injured student and re-educating students about this unacceptable behaviour to the class?
Response 2:
Addressing racism in the classroom is never easy, especially in schools where clear and effective anti-racism policies are lacking. Yet, silence is not an option. Educators have a responsibility to act decisively when incidents of anti-Black racism occur, centering the well-being of the affected student above all else. This means creating a safe and affirming space where they can express their feelings, listening with empathy and without judgment, and ensuring they know their experience is taken seriously. Additionally, the incident should be reported to the school administration to ensure appropriate follow-up. Reporting the incident to the school administration is not just a procedural step—it is a necessary act of accountability that signals a commitment to justice.
Beyond the immediate response, teachers should engage their class in a structured, thoughtful discussion that prioritizes accountability and education over mere punishment. This discussion should include explaining the harm caused by racism, promoting empathy, and reinforcing core values like inclusion, equity, and respect. The message must be clear: racist behaviour has no place in the classroom, and there are both social and institutional expectations for conduct. At the same time, these discussions must be handled with care to ensure the affected student does not feel further exposed or isolated.
Actual anti-racism work extends beyond reactionary measures; it must be woven into the fabric of everyday learning. Integrating anti-racism education into the curriculum fosters an environment where inclusion is not an occasional topic but a core principle. Racism—particularly anti-Black racism—should not only be addressed when it surfaces. It must be challenged consistently, proactively, and unapologetically. Creating an equitable classroom is not about responding to incidents but about shaping a culture where they have no room to exist.
Q3. The need to recognize privilege and understand different perspectives is talked about a lot in relation to anti-racism. How can teachers play a role in helping students in both K-12 and post-secondary environments begin to do the work of recognizing privilege and to start imagining alternative perspectives? How can educators ensure they are checking in with their own biases and encouraging their students to do the same?
Response 3: Teachers play a crucial role in shaping how students—from K-12 to post-secondary—understand privilege, power, and the multiplicity of perspectives that define our world. This begins with cultivating a classroom culture where diverse voices are not only acknowledged but deeply valued. In K-12 settings, educators can weave marginalized histories, literature, and media into their teaching, guiding students to critically examine identity, bias, and systemic inequities. Thoughtfully designed activities that foster self-reflection and critical thinking empower students to engage with these complex issues in meaningful ways.
At the post-secondary level, this engagement must go further, challenging students to interrogate privilege and power through critical readings, case studies, and dialogue. Assignments that encourage self-exploration—such as personal reflections on privilege or analyses of lived experiences—can expand students’ worldviews, fostering empathy and a deeper understanding of systemic injustice. Facilitating spaces for discussion and peer learning strengthens not only comprehension but also collective responsibility for equity.
Yet, meaningful education on privilege and inequity demands more than just teaching—it requires educators to continually examine themselves. Ongoing self-reflection, a willingness to confront personal biases, and a commitment to professional growth in anti-racism are essential. By engaging in this work with humility and intentionality, educators create learning environments that do more than inform—they create inclusive learning environments that challenge inequities and empower students to do the same.
Q4. Ideally, we hope for a school environment where all students can see themselves reflected in the staff, faculty, teachers, and administration. For various reasons this is not the case in many schools. Are there currently any resources or programs that Black students in smaller cities such as Kingston can find Black mentors and role models?
Response 4: You're right—in many schools, particularly in smaller cities like Kingston, Black students do not see themselves reflected in their educators and leaders. If we expand our focus to the Greater Toronto Area (GTA), there are many resources and mentorship programs designed specifically for Black children and their families. In contrast, smaller cities like Kingston have less diversity and available resources. While the availability of Black mentors and role models may be more limited in these areas, there are a few valuable resources and initiatives to connect Black students with mentors and support networks. As someone who is still relatively new to Kingston and its surrounding areas, having moved here in 2023, there may be more programs and resources that I am not aware of. However, here are a few that immediately come to mind:
1. Black Youths in STEM: Black Youth in STEM is an outreach initiative by Smith Engineering dedicated to providing K-12 students with Science, Technology, Engineering and Mathematics (STEM) education within a culturally responsive, positive and student-centered environment. BYiS also provides an essential opportunity for Black youth to interact with mentors who share their lived experiences.
2. The SHINE Club provides a safe and empowering space for self-identifying racialized BIPOC (Black, Indigenous and People of Colour) children to build positive racial identity, self-love, connect to the community, and confidence within themselves in schools and their community.
3. Black @ Queens: A program within the Yellow House (Queen’s University) that caters specifically to Black students, creating spaces and activities for them to thrive, find community and a sense of belonging.
4. Queen’s Black Academic Society (QBAS) hosts career programs for Black students and provides care packages every term for those in need.
5. Queen’s Faculty of Education: The Faculty offers anti-racism and diversity resources, including teaching materials and book recommendations for various age groups. These resources are designed to assist educators in creating inclusive and culturally responsive learning environments. The hope is that by creating inclusive classrooms, educators can help students recognize and appreciate Black leaders and trailblazers making meaningful contributions to Canadian society and beyond.