National indigenous history Month feature

奥丑别苍听Rick Powless聽learned that Health Sciences North in Sudbury launched its first Indigenous hospital menu, he felt a shift happen.

The third-year doctoral student at 91亚色's Faculty of Education is a Red Seal-certified Indigenous chef, an Ontario College of Teachers-certified educator and a member of the Haudenosaunee Confederacy, Oneida Nation of the Thames, Bear Clan.

He was also the primary consultant on an initiative led by Compass Group Canada to bring Indigenous meals into Ontario hospitals 鈥� a project that recognizes the role of traditional and cultural food in healing.

His contributions also serve as a testament to his work to advance meaningful cross-cultural engagement.

"It was emotional for me," he says of the menu鈥檚 launch in Sudbury. At 91亚色, his PhD research draws on Indigenous food sovereignty, food insecurity in urban centres and strategies to integrate traditional foods and land-based knowledge into Kindergarten to Grade 12 education.

Much of Powless's work focuses on how traditional foods and land-based knowledge support well-being, identity and learning for Indigenous people living in urban communities. His research explores the impact of food and cultural disconnection on mental health while also examining how Indigenous knowledge is taught 鈥� or overlooked 鈥� in Ontario鈥檚 Kindergarten to Grade 12 classrooms. For Powless, that means pushing beyond superficial, checkbox-driven approaches and creating space for stories, reciprocity and food-based learning rooted in Indigenous ways of knowing.

鈥淚f you give somebody a recipe to cook Indigenous food but don't have the stories or the history behind those recipes then the students aren't getting anything out of it,鈥� he says. 鈥淏eyond mere sustenance, our food is also a form of cultural transmission.鈥�

Part of what makes his work distinct is its attention to access. Indigenous ingredients 鈥� such as sun chokes, wild rice, butternut squash 鈥� have been more commercialized, driving up prices and making them less accessible.

Read the full story in the June 3, 2026 issue of Yfile

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For Molade Osibodu, creating what she calls 鈥渓iberatory futures鈥� begins in the mathematics classroom.

An associate professor of math education at 91亚色鈥檚 Faculty of Education, Osibodu focuses her research on how Black students experience math and how education systems can better support equity.

鈥淚 want Black learners who enter a mathematics classroom to be fully, completely themselves instead of feeling like they don鈥檛 belong,鈥� says Osibodu, who is keenly aware of the persistent and unfounded stereotypes about Black learners鈥� abilities in math 鈥� and how those beliefs intersect with Canada鈥檚 colonial legacy and history of immigration.

Osibodu鈥檚 teaching experience across three continents has fuelled her interest in and passion for addressing challenges faced by Black students in Canada. Before joining 91亚色, 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.

鈥淚t鈥檚 impossible to look at course syllabi without realizing that it鈥檚 important for equity to be at the core of the teaching practice,鈥� she says. 鈥淢y ultimate goal is to create math education where Black learners are thriving.鈥�

A key aspect of her work is understanding how Black students experience math, which, in Canada, requires knowledge of the population鈥檚 demography. As her colleague Carl James, the Jean Augustine Chair in Education, Community and Diaspora at 91亚色, has long emphasized, the Canadian Black community is diverse 鈥� including descendants who arrived via the Underground Railroad, families who immigrated from the Caribbean decades ago and more recent immigrants from sub-Saharan Africa 鈥� 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 91亚色鈥檚 Faculty of Education, brings his expertise to a four-year Genome Canada research project focused on Canada鈥檚 Black population.

Genomic Evidence for Precision Medicine for Selected Chronic Diseases Among Black Peoples in Canada 鈥� developed through collaboration with the Centre for Applied Genomics, at SickKids Hospital and McGill Genome Centre 鈥� 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鈥� DNA and RNA, researchers will gain a better understanding of how diseases affect Canada鈥檚 Black population and develop better precision medicines to target their conditions.

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

The study is led by four prominent medical researchers: Upton Allen, division head at SickKids Hospital鈥檚 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鈥� 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鈥檚 no surprise then, that as the inaugural assistant professor of Black thriving and education at 91亚色, 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鈥檚 research studies how Black mothers use storytelling in community-based literacy programs.鈥�

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.

鈥淭hey鈥檝e complained, lamented, about the extractive nature of the research process,鈥� she says. 鈥淎nd when we look at the histories and the current relationships between researchers in academia and Black communities, it's not positive.鈥�

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 91亚色 Region District School Board (YRDSB) were invited by 91亚色鈥檚 Jean Augustine Chair in Education, Community & Diaspora to the Keele Campus to take part in 鈥淎 Day at 91亚色.鈥�

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鈥檛 enough. Students had more questions. They wanted more time with mentors who looked like them and shared similar lived experiences.

鈥淢any of them had never been in an all-Black classroom or been taught by Black educators. They didn鈥檛 realize how impactful that could be, until they experienced it,鈥� says Anika Forde, program director of the Jean Augustine Chair and founding member of the initiative.

鈥淎 Day at 91亚色鈥� 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 鈥� who holds the Jean Augustine Chair in Education, Community & Diaspora 鈥� 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. 鈥淭hat 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,鈥� says McKay.

Initially the program offered creative, culturally relevant activities like art and music, but evolved 鈥� guided by student feedback 鈥� 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.

鈥淢y interest is in students contributing or giving input into their education," says James. "I see this as what the Chair endeavours to do.鈥�

In 2025, the program expanded again into its current form: Y2 Innovators 鈥� 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 鈥� including Black-led and community-based businesses 鈥� to demonstrate concepts in action.

鈥淢entorship has been more powerful than I could have imagined,鈥� says McKay. 鈥淭here鈥檚 a visible difference in students鈥� body language and confidence when they feel seen and supported. The need for community in their learning is huge.鈥�

Y2 Innovators has grown beyond a summer program. As part of the Securing Black Futures initiative 鈥� funded by RBC Future Launch 鈥� 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.

鈥淲e need to build supports for Black students over time, not just through one-off exposures,鈥� says Forde. 鈥淚t鈥檚 not just about the supports, but also the learnings that can inform and advocate for systemic change.

鈥淚t鈥檚 about supporting Black students in realizing that their aspirations are within reach,鈥� Forde adds. 鈥淲ith the right supports, they can absolutely achieve the goals they鈥檝e set for themselves.鈥�

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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 91亚色鈥檚 commitment to fostering an inclusive academic environment that values the contributions of diverse voices.

Created as part of the 91亚色 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鈥� course loads, the programs provide them with additional time to advance or implement aspects of 91亚色鈥檚 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 91亚色, 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 91亚色 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 91亚色. As an executive member of the 91亚色 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鈥檚 practices and procedures with 91亚色鈥檚 EDI strategy, the Indigenous Framework for 91亚色, 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鈥� Group at 91亚色, 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鈥� 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 91亚色 researchers in five Faculties are the latest recipients of 91亚色鈥檚 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 91亚色, 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.

鈥淜nowledge generated by Black scholars is integral to 91亚色鈥檚 research excellence and continuing to grow our inclusive and equitable research environments,鈥� said Amir Asif, vice-president research and innovation. 鈥淭hese 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 91亚色鈥檚 research community.鈥�

The funding is part of 91亚色鈥檚 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.

鈥�91亚色 is committed to taking concrete action on dismantling systemic barriers for Black scholars, allocating funds and resources to support their success,鈥� said Laina Bay-Cheng, interim vice-president equity, people and culture. 鈥淭his seed grant is just one of many important initiatives that allow 91亚色 to demonstrate our commitments to equity, to an inclusive and diverse intellectual community, and to recognizing the expertise and contributions of Black scholars at 91亚色.鈥�

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鈥檚 (TTC鈥檚) subway system recently became the canvas for a new mural honouring 91亚色 Distinguished Research Professor Carl James and his impact on community and racial equity.

The mural 鈥� which features an evocative portrait of James 鈥� can be viewed at the 91亚色 TTC subway station, as well as a bus wrap that鈥檚 emblazoned on a TTC vehicle deployed from the Queensway Garage, and at various subway stops across the city. It pays tribute to Professor James鈥� 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鈥檚 inspiration for the mural stemmed from her desire to capture the essence of James鈥� 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.

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

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

The mural 鈥� which features an evocative portrait of James 鈥� can be viewed at the 91亚色 TTC subway station, as well as a bus wrap that鈥檚 emblazoned on a TTC vehicle deployed from the Queensway Garage, and at various subway stops across the city. It pays tribute to Professor James鈥� 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鈥檚 inspiration for the mural stemmed from her desire to capture the essence of James鈥� 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.

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

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

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

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 91亚色, 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.

鈥淚t is not about research for research鈥檚 sake, but to inform action,鈥� James said in a recently published interview.

鈥淐ommunity 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.鈥�

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 91亚色, 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.

鈥淚t is not about research for research鈥檚 sake, but to inform action,鈥� James said in a recently published interview.

鈥淐ommunity 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.鈥�

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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91亚色 women鈥檚 soccer coach and former Lions star player Farkhunda Muhtaj takes the stage at the 2024 edition of the Ontario Soccer Summit, where 鈥� as a 鈥� she will emphasize the critical need for promoting respect in sport within Canada鈥檚 soccer community.

A two-time 91亚色 graduate who holds degrees from the Faculty of Education and the University鈥檚 kinesiology program, she is one of 600 delegates expected to attend the summit, a gathering of coaches, staff, administrators and stakeholders from across Canada鈥檚 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鈥檚 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鈥檚 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鈥檚 story, We Are Ayenda, to underscore the resilience of the Afghan youth women鈥檚 national team and the power of soccer in shaping lives.

鈥淚鈥檒l 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鈥檚 imperative to offer others similarly enriching experiences,鈥� she says.

Named a 91亚色 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 鈥� a Toronto-based soccer program for refugees and other newcomers to Canada 鈥� 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.

鈥淎s 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,鈥� she says, 鈥渆nsuring it is truly inclusive and growing the game.鈥�

Muhtaj鈥檚 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.

鈥淚n light of significant milestones in Canadian soccer, such as the establishment of a women鈥檚 professional league and the upcoming FIFA World Cup in 2026, there鈥檚 an urgent need for unity within the sports community,鈥� she says. 鈥淚t鈥檚 crucial to safeguard our children, keeping them engaged in sport for a lifetime.鈥�

Story originally published in the February 21, 2024 issue of

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