Black community embracing new education curriculum
Mandatory lessons for grades 7, 8 and 10 history students begin in September 2025
The announcement was a long time coming for historian Rochelle Bush, but the introduction of new mandatory learning by the provincial government — focusing on the contributions and history of Black Canadians — is a “great thing.”
Earlier this month, Ontario’s education minister said updating curriculum in grades 7, 8 and 10 history courses will ensure the next generation of students will better appreciate the sacrifices and commitments of Black Canadians.
For Bush, resident historian and trustee of the Salem Chapel British Methodist Episcopal Church in St. Catharines, the long-awaited curriculum changes are a good start and she is “grateful” to see the government take that step.
And while it is “long overdue” — adding there was no Black education available when she was in school — Bush thinks Black education should start even earlier than the government has planned, because racism “starts way before Grade 7.”
The province said it is launching consultations with historians, educators and the Black community to develop the curriculum, to roll out in September 2025. Bush would like to see less of a focus on historical figures and emphasis placed on the “humanity of individuals, Black people as a whole.”
“My hope is that they will delve into the anti-Black racism because that’s important, that’s very important,” she said. “Get away from historic figures and explain the racism and the anti-Black racism and why it’s wrong.”
In its media release, the province said history courses will highlight various Black communities that emerged and contributed to the development of Canada, including pre- and post-Confederation. Students will learn how those contributions were part of Canada’s foundation and the obstacles faced in the “pursuit of building a democratic, inclusive and prosperous country.”
Growing up in a town that did not recognize Black history — and a school with only one other Black child in her classroom — Greater Fort Erie Secondary School student Anais Baxter said it was then “frustrating” to enter high school and see a lack of Black history in the curriculum. And that left her with “a lot of questions.”
“As a biracial teen, I would have liked to have learned about the rich and substantial history of African Americans and Canadians, not only in Canada but worldwide,” she said. “The achievements, those are what define us, that’s what makes us feel proud to be Black individuals … even if we’re not related to them, it’s still what makes us, us.”
Having the school system recognize its history is also about changing the image of Black people and seeing them as human being, said classmate Audrey Akharoh. Teaching and learning about Black Canadians, the hope is to “challenge those stereotypes.”
Grade 10 student Khalaila Watt said it is “heartbreaking” for Black history to be acknowledged one month a year because learning Black history is learning the world’s history. The province introducing mandatory curriculum is the right step forward to address those problems.
“By having frequent and constant discussions and recognizing the contributions and achievements of Black individuals, we can reduce the stigma we face in our schools, workplaces and wider communities,” said Watt.
“Black excellence will be seen as a norm rather than an exception and encourage our true expertise and experiences as members of society.”
But it will take another school year before the new curriculum is introduced, and District School Board of Niagara’s student achievement leader for equity, inclusion and anti-racism, Pratima Burton, said while they’re excited, “we can’t wait for it.”
Last year, GFESS student Angel Boswell-Blackwood mentioned to her cosmetology teacher that the mannequins did not have Black hair texture and Burton said the board worked to offer a hair session with a local Black stylist.
“Just one student using their equity lens had an impact on so many students taking the course and will ensure that cosmetology classes with Black students are going to be represented and their identifies affirmed,” said Burton.
DSBN’s curriculum team released multiple modules — topics included the book, “The Sleeping Car Porter” as well as systemic racism — to help support teachers in understanding how to incorporate Black experiences and voices into their schools.
And from 2020 to 2022, DSBN educators, staff and senior team members worked with Black author Gholdy Muhammad — whose book “Cultivating Genius” is about doing so with joy rather than through a deficit lens.
“Our hope was to take a transformational approach so teachers could know how to honour and affirm student identities and experiences and part of her work was introducing an equity framework for lesson planning,” said Burton.
“We’ve already started the work. There’s lots to do, it’s an ongoing journey.”