Abstract

This thesis explores ways to work towards educational justice at a small alternative educational program working alongside 18-25 year old Black youth who are returning to school. Intentionally and integrally framed by the interests of the coordinators at this educational program and structured to benefit the research participants, I began this research to determine how the needs, interests, and cultural backgrounds of students could be included in the courses available to them. To better understand the context of this question and guided by theories of social justice, I explored the role of schooling in perpetuating marginalization, approaches to educational justice, and ways in which people who have been marginalized by school systems can influence course development in Quebec. I discovered the possibility of students and community members co-developing an accredited Black history course as a 'local course'. This process of co-developing a course that is clearly connected to the telling of stories by and about a community of people puts students in control, creates course content that is better suited to students, and is an effective way of working on issues of educational inequity. This research is one aspect of a necessary process of larger educational change, whereby people who are marginalized within education are influencing all aspects of education.