Towards Substantive Action: Naming and Overcoming Institutional Barriers to Confronting Anti-Black Racism in Public Education

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  • In this thesis I argue that the issue is not about a few bad teachers or a couple of weakly conceptualized education policies, but rather there is a stark impetus for critical analysis into the institutional context in which policies aimed at confronting anti-Black racism are expected to succeed and for the development of anti-racist policy recommendations that consider this institutional landscape. I explore three research questions: 1) What are the institutional barriers to confronting anti-Black racism within the public education system; 2) How do the institutional barriers to confronting anti-Black racism in public education get reproduced over time; and 3) How can the institutional barriers to confronting anti-Black racism in the public education system be overcome? Using qualitative methods, I conduct 5 semi-structured interviews with actors from the Ottawa-Carleton District School Board (OCDSB). Black students matter and we also deserve the institutional conditions to exact our full academic potential.

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  • Copyright © 2022 the author(s). Theses may be used for non-commercial research, educational, or related academic purposes only. Such uses include personal study, research, scholarship, and teaching. Theses may only be shared by linking to Carleton University Institutional Repository and no part may be used without proper attribution to the author. No part may be used for commercial purposes directly or indirectly via a for-profit platform; no adaptation or derivative works are permitted without consent from the copyright owner.
Date Created
  • 2022


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