Sardinha, Aaron2022-07-152022-07-152022-07-15http://hdl.handle.net/10393/43787http://dx.doi.org/10.20381/ruor-28001Given the ongoing persistence of anti-Black racism in Ontario education, I enact a curriculum of Black Excellence and antiracism. In partnership with the Ottawa Carleton District School Board and propelled by calls to action from The Ministry of Education and Black advocacy organization, I ask how The Sankofa Centre of Black Excellence course and program may address these systems of racism. I draw on Critical Race Theory as both a theoretical framework and overarching methodology of analysis for my thesis. In the first of three articles within this thesis I begin by framing my understanding of antiracism with an overview of the possibilities and limitation of Culturally Relevant and Responsive Pedagogy in Ontario public schooling contexts. In the second article, I draw on the literature and method of Critical Race Currere to understand antiracism and Black excellence in relation to teaching the Sankofa course. In the third article, I draw on a social action curriculum project research methodology to analyze and synthesize the course curriculum-as-planned and -lived. Finally, I suggest that the continued engagement with Aoki’s (1993) concept of a curriculum-as-lived serves as a departing point for engaging with broader conversations surrounding Black excellence and antiracism curriculum in the Ontario educational system.enAttribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/antiracismanti-Black racismcurrerecanadaontarioBlack excellenceEducationCritical Race TheoryCritical Race CurrereThesis