New course launched that counters narratives and understands Black children’s humanity

BY PAUL JUNOR

The launch of the new course “Black Childhoods in Canada” in the School of Early Childhood Studies at Toronto Metropolitan University is positive and encouraging. Details of the launch of this groundbreaking course were revealed in a post by Clara Wong on May 8^th, 2024. For many students it will be the first time formally studying Black experiences; encountering Black scholarship, or even being taught by a Black professor. It was introduced in the winter term of 2024 and was one of the first courses in TMU’s Black Studies minor, which is offered by the Faculty of Community Services.

The course is coded as “CLD540” and details of its content are noted.

“An introduction to Black Canadian Studies in the context of childhoods. Childhoods are considered via Black feminism, Black studies, anti-racism, and de-colonial theoretical and practical frameworks and pedagogy. Students engage in a range of textual, experiential and multi-modal learning opportunities.”

Some of the topics covered include:

• Black acts and media
• Black Canadian histories
• Black families and mothering
• Black girlhood
• Blackness and disability
• Blackness and ECEC and education
• Black play
• Black queer activism
• Global anti-Black racism

Professor Rachel Berman was inspired to enlarge the Black studies content in early childhood studies and reached out to her colleague, Janelle Brady to collaborate on the development of the course. This was financed through the Faculty of Community Services Anti-Black Racism Curriculum Development Fund, which ensured that it was ready.

Professor Berman states, “I’m thrilled now to see the course come to life. It’s long overdue. There’s a deficit assumption about Black children-that Black boys make trouble during play, or that Black girls are made to seem more mature than they are. We need to counter those narratives and understand Black children’s humanity.”

Professor Brady notes, “The course doesn’t resolve everything, but it’s a start in breaking the ‘preschool-to-prison’ pipeline for Black children.”

She observed further that the impact of teaching the course has influenced her greatly. She adds, “It motivated me to do even more and seek more resources. There were so many informal discussions among students inside and outside of class. There’s a real hunger for spaces like this. It was inspiring to see how much students are already engaged in anti-Black racism work, and I feel I was learning just as much as they were.”

There are many testimonials from students who have been enrolled in this extraordinary course. Faizi Ali, an undergraduate student in the early childhood studies program states, “Any forum that allows Black students to lift their voice is cause for celebration. The course provides so much space for us to exchange ideas and thoughtful dialogue. I’ve gained many new perspectives and techniques to better support students.”

Magdalena Grammenopoulos, a media production undergraduate student, talked about the insight that left the biggest impression on her from the course. She states, “The concept of Black ‘futurity.’ It’s about imagining a stronger future for Black children through the ways we live day-to-day-ways that counter the stereotypes and discrimination which prevent Black children from living as freely as others. I want to implement futurity by always taking it upon myself to create safer spaces for Black children, whether it be my friends, family, or strangers.”