��ǰ���Molade Osibodu, creating what she calls “liberatory futures” begins in the mathematics classroom.

An associate professor of math education at �첥��Ƶ’s Faculty of Education, Osibodu focuses her research on how Black students experience math and how education systems can better support equity.

“I want Black learners who enter a mathematics classroom to be fully, completely themselves instead of feeling like they don’t belong,” says Osibodu, who is keenly aware of the persistent and unfounded stereotypes about Black learners’ abilities in math – and how those beliefs intersect with Canada’s colonial legacy and history of immigration.

Osibodu’s teaching experience across three continents has fuelled her interest in and passion for addressing challenges faced by Black students in Canada. Before joining York, she taught secondary school mathematics in South Africa and later taught mathematics and mathematics education courses in the U.S. and Canada. Her research has since documented a range of obstacles faced by Black students in Canadian classrooms.

“It’s impossible to look at course syllabi without realizing that it’s important for equity to be at the core of the teaching practice,” she says. “My ultimate goal is to create math education where Black learners are thriving.”

A key aspect of her work is understanding how Black students experience math, which, in Canada, requires knowledge of the population’s demography. As her colleague Carl James, the Jean Augustine Chair in Education, Community and Diaspora at �첥��Ƶ, has long emphasized, the Canadian Black community is diverse – including descendants who arrived via the Underground Railroad, families who immigrated from the Caribbean decades ago and more recent immigrants from sub-Saharan Africa – leading to a variety of educational experiences.

Read the full article in the April 10, 2026 issue of Yfile

With files from Elaine Smith

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Carl E. James, the Jean Augustine Chair in Education, Community and Diaspora in �첥��Ƶ’s Faculty of Education, brings his expertise to a four-year Genome Canada research project focused on Canada’s Black population.

Genomic Evidence for Precision Medicine for Selected Chronic Diseases Among Black Peoples in Canada – developed through collaboration with the Centre for Applied Genomics, at SickKids Hospital and McGill Genome Centre – is an effort to sequence the genomes of 10,000 Black Canadians to ensure equitable health care for an often-understudied population.

By sequencing the nucleotides that make up the participants’ DNA and RNA, researchers will gain a better understanding of how diseases affect Canada’s Black population and develop better precision medicines to target their conditions.

“We need to encourage these approaches for research, since medical studies often miss the racial diversity of health care recipients,” says James, a renowned sociologist with a research focus on race and ethnic relations. “In fact, we need to understand differences in all populations.”

The study is led by four prominent medical researchers: Upton Allen, division head at SickKids Hospital’s Infectious Diseases and professor at the University of Toronto; Loydie Jerome-Majewska, McGill University Department of Pediatrics professor and co-founder/program lead for the Canadian Black Scientists’ Network (CSBN); Juliet Daniel, McMaster University cell biologist and cancer researcher; and OmiSoore Dryden, professor in the Faculty of Medicine, Dalhousie University.

Read the full article in the February 25, 2026 issue of Yfile

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Growing up in Scarborough, Stephanie Fearon was raised in a community with a rich tradition of Black matriarchal storytelling.

Through oration, folk tales, music, dance and even cooking, mothers have continued to impart cultural knowledge across generations.

It’s no surprise then, that as the inaugural assistant professor of Black thriving and education at �첥��Ƶ, Fearon wanted to explore the ways Black mothers come together with their children to cultivate leadership and literacy skills within education systems and beyond.

Inspired by her grandmother and grandaunts, who came to Canada from Jamaica in the 1960s with limited access to educational opportunities, Fearon’s research studies how Black mothers use storytelling in community-based literacy programs. 

With an understanding of the barriers these women face in academic research spaces, Fearon was careful to develop a collaborative approach where Black mothers feel valued.

“They’ve complained, lamented, about the extractive nature of the research process,” she says. “And when we look at the histories and the current relationships between researchers in academia and Black communities, it's not positive.”

Fearon centres Black mothers as partners in the research process, grounding her work in respect and co-creation. To honour the cultural significance of storytelling, she uses an arts-informed approach that allows her to reimagine educational research as collaborative and cultural.

Read the full article in the February 6, 2026 issue of Yfile

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It all began with one day.

In 2022, Black high school students from the York Region District School Board (YRDSB) were invited by �첥��Ƶ’s Jean Augustine Chair in Education, Community & Diaspora to the Keele Campus to take part in “A Day at York.”

The event was designed to help middle and high school students imagine themselves in a post-secondary environment and explore academic and career possibilities. They toured the campus, attended workshops, participated in Black-led panels and networked with Black tudents, alumni and faculty who shared insight on programs, the application process and more.

It was a success. But one day, it turned out, wasn’t enough. Students had more questions. They wanted more time with mentors who looked like them and shared similar lived experiences.

“Many of them had never been in an all-Black classroom or been taught by Black educators. They didn’t realize how impactful that could be, until they experienced it,” says Anika Forde, program director of the Jean Augustine Chair and founding member of the initiative.

“A Day at York” began to evolve into a broader initiative to support Black students through culturally relevant, experiential learning opportunities rarely found in traditional high school settings.

To co-develop a more comprehensive experience, Forde and Professor Carl James – who holds the Jean Augustine Chair in Education, Community & Diaspora – enlisted Melissa McKay, a co-teacher, PhD student in education and research assistant with the Jean Augustine Chair. Together, with input from Jean Augustine Chair research assistants Alanah Broomfield, LaToya Hinds and Richard Edwards, they developed a summer program that would give students a more comprehensive educational experience.

In summer 2023, they launched the Black Youth Internship Program, a four-week co-op credit course.

The goal was to reimagine what a summer school credit could look like for Black students. “That meant focusing on igniting in the students a sense of self-development, helping them explore who they are, where they see themselves and understanding that despite systemic barriers, there are people and places that will support them,” says McKay.

Initially the program offered creative, culturally relevant activities like art and music, but evolved – guided by student feedback – into a more holistic experience that emphasized mentorship, scholarship support, resume building as well as personal, professional and academic development.

Students also helped co-design future programming, offering feedback so the curriculum emphasized real-world applicability and encouraged students to see themselves as future leaders.

“My interest is in students contributing or giving input into their education," says James. "I see this as what the Chair endeavours to do.”

In 2025, the program expanded again into its current form: Y2 Innovators – Black Leadership and Innovation in Business Management. Delivered in partnership with YRDSB, it offers students in grades 10 to 12 a full Ontario secondary school credit in Business Leadership: Management Fundamentals, which can be included in post-secondary applications.

This July, 25 students came to Keele Campus for the four-week program. They explored leadership styles, financial literacy, human resources and strategic planning. Each module was rooted in community-responsive learning, using case studies – including Black-led and community-based businesses – to demonstrate concepts in action.

“Mentorship has been more powerful than I could have imagined,” says McKay. “There’s a visible difference in students’ body language and confidence when they feel seen and supported. The need for community in their learning is huge.”

Y2 Innovators has grown beyond a summer program. As part of the Securing Black Futures initiative – funded by RBC Future Launch – it continues to deepen insights into the systemic barriers Black high school students face. These findings inform the long-term work of James, who is principal investigator of Securing Black Futures.

“We need to build supports for Black students over time, not just through one-off exposures,” says Forde. “It’s not just about the supports, but also the learnings that can inform and advocate for systemic change.

“It’s about supporting Black students in realizing that their aspirations are within reach,” Forde adds. “With the right supports, they can absolutely achieve the goals they’ve set for themselves.”

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Elders and Youth Gathering

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Eight professors from across Faculties and campuses have received reductions in their course load from the Equity, Diversity & Inclusion (EDI) Service Course Load Reduction Program to further �첥��Ƶ’s commitment to fostering an inclusive academic environment that values the contributions of diverse voices.

Created as part of the �첥��Ƶ Faculty Association Collective Agreement, this initiative provides an annual fund of $100,000 to support service related to EDI by faculty members who self-identify as Indigenous and/or members of racialized groups. By reducing recipients’ course loads, the programs provide them with additional time to advance or implement aspects of York’s Decolonizing, Equity, Diversity and Inclusion (DEDI) Strategy. This includes the , Addressing Anti-Black Racism: A Framework on Black Inclusion, as well as other EDI initiatives specific to Faculties, schools and departments.

During the 2024-25 academic year, the program will support the following recipients who will further develop critical, EDI-focused work to have broader impacts across the University.

Sylvia Bawa, associate professor, Department of Sociology, Faculty of Liberal Arts & Professional Studies

Having recently completed a three-year term as director of the Resource Centre for Public Sociology at York, Bawa will organize and facilitate public conversations on topics of human rights, decolonization and Afrofuturism. She will also be mentoring women in academia who are Black, Indigenous and people of colour, as well as undergraduate students interested in research through a project on Afrofuturism.

Lisa Davidson, assistant professor, Teaching Department of Anthropology, Faculty of Liberal Arts & Professional Studies

Davidson will focus on developing curricula to address systemic racism, discriminatory biases and classroom inequities. She plans to design micro-credential frameworks in ethnographic research and archeology workshops that include the perspectives of equity-deserving populations. Additionally, she will enhance inclusive experiential education learning opportunities by leading the creation of an open-access digital storytelling database, highlighting the connections among racialized groups across Canada.

Ashley Day, assistant professor, School of Kinesiology, Faculty of Health

Chair of the Decolonizing, Equity, Diversity & Inclusion (DEDI) Committee in the School of Kinesiology & Health Science, Day will advance DEDI priorities and conduct related research workshops, engaging with the York DEDI Toolkit and incorporating DEDI principles into pedagogy. In the process, she will continue emphasizing the importance of relationship building among students, staff and faculty members.

Mehraneh Ebrahimi, assistant professor, Department of English, Faculty of Liberal Arts & Professional Studies

As a senator and vice-chair of the Liberal Arts & Professional Studies Faculty Council, Ebrahimi brings the voices of minoritized communities to collegial governance. With the course load reduction, she will build on her efforts to support women of colour through mentorship and community building initiatives at York. As an executive member of the York Centre for Asian Studies, she aims to establish a hub for Iranian and Middle Eastern scholars and students.

John Hupfield, assistant professor, Faculty of Education

Hupfield will establish a dedicated committee within the Indigenous Council to advocate for and develop Indigenous educational spaces on campus. Collaborating with multiple Indigenous stakeholders, he will investigate the potential for land- and place-based learning on campus. This initiative directly responds to the need for culturally relevant gathering spaces where Indigenous students, faculty and staff can teach, learn and connect.

Radhika Mongia, associate professor, Department of Sociology, Faculty of Liberal Arts & Professional Studies

Using a DEDI focus, Mongia will conduct a comprehensive review and revision of the hiring procedures and Affirmative Action Plan of the Department of Sociology. The goal is to align the department’s practices and procedures with York’s EDI strategy, the Indigenous Framework for �첥��Ƶ, and the Framework to Address Anti-Black Racism to improve faculty recruitment and retention in the department, which could potentially serve as a benchmark for other units.

Tiana Reid, assistant professor, Department of English, Faculty of Liberal Arts & Professional Studies

Reid will establish a Black Writers’ Group at York, an interdisciplinary writing group open to Black scholars at any stage. The collective will serve as a platform for co-working, connection, manuscript support and peer feedback. The initiative aims to address the gap in resources for Black scholars who are preparing their work for publication and looking for intellectual community. The group also seeks to foster mutuality with faculty members dealing with racialized burdens and anti-Blackness in the academy.

Shirin Shahrokni, associate professor, Department of Sociology, Glendon College

As an active member of the Race Equity Caucus and co-founder of the Caucus d’ Equite Raciale/Race Equity Caucus of Glendon, Shahrokni will build a cross-disciplinary, bilingual bibliography. This resource will compile the works of scholars and activists who advocate decolonial and anti-racist feminist views, addressing the challenge of finding teaching and research sources with critical perspectives. Additionally, she will organize a symposium highlighting the distinct barriers faced by students at the intersection of race, class and migration status.

Article originally published in the September 3, 2024 issue of Yfile

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Six York researchers in five Faculties are the latest recipients of �첥��Ƶ’s Black Research Seed Grants, totalling more than $150,000 in combined funding.  

Created by the Office of the Vice-President Research & Innovation and the Office of the Vice-President Equity, People & Culture in 2022, the grants support Black scholars at York, particularly emerging and early-career researchers, including postdoctoral fellows.

The newly funded projects range from an investigation into the accessibility and inclusiveness of ride-hailing services for visually impaired, Black passengers to studying a mining conflict in Jamaica to examining the biopsychosocial differences of back pain in low-, middle- and high-income countries, among others.

“Knowledge generated by Black scholars is integral to �첥��Ƶ’s research excellence and continuing to grow our inclusive and equitable research environments,” said Amir Asif, vice-president research and innovation. “These seed grants support Black researchers as they pursue innovative work in a variety of fields, strengthening their capacity to create positive change and thrive within York’s research community.”

The funding is part of York’s Action Plan on Black Inclusion and Framework on Black Inclusion, which are intended to help address systemic anti-Black racism and white supremacy within academia.

“�첥��Ƶ is committed to taking concrete action on dismantling systemic barriers for Black scholars, allocating funds and resources to support their success,” said Laina Bay-Cheng, interim vice-president equity, people and culture. “This seed grant is just one of many important initiatives that allow York to demonstrate our commitments to equity, to an inclusive and diverse intellectual community, and to recognizing the expertise and contributions of Black scholars at York.”

The six recipients are:

about the Black Research Seed Grants and their creation.

Article originally posted in the May 3, 2024 issue of

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The Toronto Transit Commission’s (TTC’s) subway system recently became the canvas for a new mural honouring �첥��Ƶ Distinguished Research Professor Carl James and his impact on community and racial equity.

The mural – which features an evocative portrait of James – can be viewed at the �첥��Ƶ TTC subway station, as well as a bus wrap that’s emblazoned on a TTC vehicle deployed from the Queensway Garage, and at various subway stops across the city. It pays tribute to Professor James’ impactful contributions to education, community and racial equity.

Mya Salau, a third-year student at the University of Toronto Scarborough, was commissioned for the project by AstroSankofa Arts Initiatives, a Canadian organization that describes itself as committed to supporting Black and Indigenous emerging artists in public art and Web3 activities.

Salau’s inspiration for the mural stemmed from her desire to capture the essence of James’ teachings and accomplishments. To create the image, she used acrylic paint on canvas, then had the painting digitized to be displayed on TTC buses and murals. She also incorporated various visual elements to reflect his dedication to educational equality, youth studies, and race and ethnic relations.

“I wanted the artwork to not only celebrate Professor James, but also to serve as a reminder of his profound impact on our community,” Salau explained. “Through this mural, I hope to convey the essence of his teachings and inspire others to continue his legacy of advocacy and social change.”

The mural features a captivating portrait of Professor James adorned with textbook pages, symbolizing knowledge, literature and the power of education. “I also added a futuristic eye lens,” Salau said, “as a lot of his work advocates for future change and improving systems in Canadian society.”

The mural – which features an evocative portrait of James – can be viewed at the �첥��Ƶ TTC subway station, as well as a bus wrap that’s emblazoned on a TTC vehicle deployed from the Queensway Garage, and at various subway stops across the city. It pays tribute to Professor James’ impactful contributions to education, community and racial equity.

Mya Salau, a third-year student at the University of Toronto Scarborough, was commissioned for the project by AstroSankofa Arts Initiatives, a Canadian organization that describes itself as committed to supporting Black and Indigenous emerging artists in public art and Web3 activities.

Salau’s inspiration for the mural stemmed from her desire to capture the essence of James’ teachings and accomplishments. To create the image, she used acrylic paint on canvas, then had the painting digitized to be displayed on TTC buses and murals. She also incorporated various visual elements to reflect his dedication to educational equality, youth studies, and race and ethnic relations.

“I wanted the artwork to not only celebrate Professor James, but also to serve as a reminder of his profound impact on our community,” Salau explained. “Through this mural, I hope to convey the essence of his teachings and inspire others to continue his legacy of advocacy and social change.”

The mural features a captivating portrait of Professor James adorned with textbook pages, symbolizing knowledge, literature and the power of education. “I also added a futuristic eye lens,” Salau said, “as a lot of his work advocates for future change and improving systems in Canadian society.”

James worked closely with Salau as she shaped the mural over various iterations. “I very much appreciate that Mya was able to share an early version of the painting, and use my comments to develop the final version,” he says. “Her efforts to represent me and my scholarship in the painting reflects her reading of my work.”

That work, in a nutshell, is about addressing systemic inequalities in Canadian education and society.

From his early days as a community organizer to his current role as the Jean Augustine Chair in Education, Community and Diaspora at �첥��Ƶ, James has provided research on race, education and immigration that sheds light on the challenges faced by Black students in the Greater Toronto Area. His investigations have catalyzed significant policy changes, including the end of academic and applied streaming for Grade 9 students in Ontario.

“It is not about research for research’s sake, but to inform action,” James said in a recently published interview.

“Community is often a central feature for those who have been marginalized, and it is through collaboration and advocacy that we can bring about meaningful change.”

That work, in a nutshell, is about addressing systemic inequalities in Canadian education and society.

From his early days as a community organizer to his current role as the Jean Augustine Chair in Education, Community and Diaspora at �첥��Ƶ, James has provided research on race, education and immigration that sheds light on the challenges faced by Black students in the Greater Toronto Area. His investigations have catalyzed significant policy changes, including the end of academic and applied streaming for Grade 9 students in Ontario.

“It is not about research for research’s sake, but to inform action,” James said in a recently published interview.

“Community is often a central feature for those who have been marginalized, and it is through collaboration and advocacy that we can bring about meaningful change.”

The unveiling of the mural on Feb. 24 coincided with Black History Month, a time to celebrate the rich contributions of Black Canadians to society. Alongside other honourees, James was recognized during a TTC subway tour honouring Black Torontonians, showcasing their enduring legacies and contributions to the city.

Article originally published in the April 2, 2024 issue of

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�첥��Ƶ women’s soccer coach and former Lions star player Farkhunda Muhtaj takes the stage at the 2024 edition of the Ontario Soccer Summit, where – as a – she will emphasize the critical need for promoting respect in sport within Canada’s soccer community.

A two-time York graduate who holds degrees from the Faculty of Education and the University’s kinesiology program, she is one of 600 delegates expected to attend the summit, a gathering of coaches, staff, administrators and stakeholders from across Canada’s soccer community, taking place on the Keele Campus from Feb. 23 to 25.

As a keynote speaker, Muhtaj will draw from her experiences within Ontario’s soccer system and her journey as an Afghan-Canadian professional soccer player. Muhtaj gained international recognition when, in 2021, she defied the Taliban by successfully relocating Afghanistan’s junior soccer team outside the country to safeguard its female players and their ability to play.

In her talk, the 26-year-old former midfielder will highlight the transformative influence of sports, particularly in marginalized communities. She will also present the documentary about the Afghan team’s story, We Are Ayenda, to underscore the resilience of the Afghan youth women’s national team and the power of soccer in shaping lives.

“I’ll discuss strategies for creating inclusive environments, prioritizing player safety and combatting bullying, abuse, harassment and discrimination. Soccer has empowered me to give back to my communities as a global active citizen, and I believe it’s imperative to offer others similarly enriching experiences,” she says.

Named a �첥��Ƶ Top 30 Under 30 in 2022 for her active dedication to social justice through sport, Muhtaj will also stress the urgency of rebuilding trust within the soccer community just as Canada is getting ready to host 13 of the 104 games at the 2026 FIFA World Cup, with seven in Vancouver and six in Toronto.

Her ongoing role as a mentor and role model for aspiring soccer players, particularly those from under-represented backgrounds, underscores her commitment to nurturing talent and diversity within Canadian soccer.

Through partnerships with soccer organizations, government agencies and community groups such as the Scarborough Simbas – a Toronto-based soccer program for refugees and other newcomers to Canada – Muhtaj aims to promote inclusivity and growth within the sport. She does so as well through Respect in Sport, a program within the Respect Group, which educates youth leaders, coaches, officials and others on how to approach bullying, abuse, harassment and discrimination.

“As an Afghan-Canadian professional soccer player, the director of culture and conscience at the Respect Group and the co-founder of Scarborough Simbas, I am uniquely positioned to contribute to the development of soccer in Canada,” she says, “ensuring it is truly inclusive and growing the game.”

Muhtaj’s ongoing advocacy for policy changes within Canadian soccer governing bodies also aims to guarantee that diversity, equity and inclusion remain top priorities at all levels of the sport. By actively participating in policy discussions and decision-making processes, Muhtaj continues to shape the future of soccer in Canada. She believes the need for comprehensive, long-term plans to foster a culture of respect and integrity within the sport is important.

“In light of significant milestones in Canadian soccer, such as the establishment of a women’s professional league and the upcoming FIFA World Cup in 2026, there’s an urgent need for unity within the sports community,” she says. “It’s crucial to safeguard our children, keeping them engaged in sport for a lifetime.”

Story originally published in the February 21, 2024 issue of

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A study of more than 155,000 students in the Toronto District School Board found only 55 per cent of students who self-identify as Black are applying to post-secondary education.

Many high school students are now choosing their courses for the coming year.

The choices students make in grades 10 and 11 will have a significant impact on their lives after graduation. But students, families — and even educators — have little information about the outcomes associated with different course types.

Our research drew on data from 10 cohorts of Toronto District School Board students to track their progress for five years from the start of Grade 9.

We found a strong association between students completing at least one Grade 12 “U” (university) course by the end of high school and applying for any post-secondary education (not only university, but also college). We also found differences across race and disability in terms of which students are taking “U” courses and which aren’t.

These findings are especially important for students, families and guidance counsellors at this time of year as youth are choosing courses.

Read the full article co-authored by Carl E. James (Professor, Jean Augustine Chair in Education, Community & Diaspora, �첥��Ƶ), Gillian Parekh (Canada Research Chair (Tier 2) in Inclusion, Disability and Education, �첥��Ƶ), and their colleagues, on .

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