Philip S. S. Howard
Associate Professor
I am accepting students for graduate supervision whose areas of interest align with my areas of expertise outlined below.
• Critical Race Studies in Education
• Black Studies in Canada, antiblackness, abolitionism, and fugitivity in education
• Critique of post-racialist/Antiracialist discourses
• Racially-embodied epistemologies, knowledge, and agency
• Community-based agency and impacts on schooling and education
• Community-based research methodologies
• Strategies of resistance
• Abolitionist pedagogies
• Critical race pedagogies
• Social Studies Education/Sociology in Education
• Social Justice and Equity Education/Socially-Just Education
Description of research/teaching activities
I am interested in the social formations, pedagogical processes, and epistemological frames that mediate the ways we come to know ourselves, adopt identities, create community, and exercise agency and resistance in various forms against colonialism, antiblackness, and racial injustice. In settler-colonial contexts, racial violence, antiblackness, and injustice are not exceptional, but rather mundane and routine. What are the pedagogical processes—both within and beyond schools—through which we learn and normalize racial violence, antiblackness, and injustice? What are the mutually constitutive relationships among these processes, the knowledge they produce, and contested notions of national identity, citizenship, social justice, humanity, and belonging? What investments does the settler-colonial, neoliberal nation state and its institutions have in particular kinds of knowledge, and how are they enacted through public education? What investments does civil society have in these kinds of knowledge? Very importantly, how can we challenge/resist colonialism, antiblackness, and racial inequity in their intersectional and interlocking manifestations among each other and with other forms of oppression? Who learns to rise to this challenge, and how? These are the overarching questions that drive my research. I investigate these questions at both formal and informal educational sites with a particular (though not exclusive) focus on Black experience in Canada.
Research Projects
2019-2025: Documenting and Understanding Black Community Supplementary Education Initiatives in Halifax, London, and Toronto from 1900 to the present
Principal Investigator: Philip S. S. Howard; Co-investigators: Erica S. Lawson (Western); Isaac Saney (Dalhousie)
This research is supported by the Social Sciences and Humanities Research Council of Canada through an Insight Grant
This study scales up my parallel study in Montreal, QC (See FRQSC study below), extending inquiry to Halifax NS, Toronto ON and London ON. Co-investigators on this project are Dr. Erica Lawson (Western) and Dr. Isaac Saney (Dalhousie). The objectives of the proposed study are to:
1) create an inventory of BCSEs in Halifax, Toronto, and London since 1900; 2) document BCSE successes and growth areas across time and location from the perspectives of BCSE stakeholders and clients; 3) produce a critical, comparative account of the diverse political visions that inform BCSE responses to state schooling, their outcomes, and the ways in which gender, class, local context and language influence these visions; 4) critically analyze how relationships among BCSE initiatives, state educational structures, and municipal, provincial and federal governments impact the realization of these educational visions. This study will attend to the various strategies Black communities use to make Black life and supplement Black education in the face of antiblack conditions in education. In addition to its academic outputs, this project will produce knowledge useful for the communities at the centre of the research.
2019-2021: Black Student University Access Network
Principal Investigator: Lance McCready; Co-investigators: Philip S. S. Howard, Barbara Hamilton-Hinch (Dalhousie); Marlon Simmons (University of Calgary); Wesley Crichlow (Ontario Tech)
This research is supported by Employment and Social Development Canada
Project Objectives:
- to develop an innovative network of social programs focused on improving high school to postsecondary education transitions for Black youth across Canada.
- to develop and pilot a supplementary guidance process and mentorship program for Black secondary and 1st-year undergrad students that can coordinate:
- the creation of community university discussion groups and networks;
- partnerships with Black supplementary educational initiatives that already provide support to students;
- and partnerships with Black student organizations on campus.
- to create a functioning network, bringing together education personnel in secondary schools, colleges and universities, with community organizations and professional mentors in order to improve the transition of Black students from high school to university in Canada.
- to employ novel and innovative approaches to the establishment of a university transition network for Black students in Canada that mobilize community assets and develop capacities and resources for action.
2018-2021: Documenter et comprendre les initiatives d’éducation supplémentaire des communautés noires à Montréal de 1900 à nos jours
(Documenting and Understanding Black Community Supplementary Educational Initiatives in Montreal from 1900 to the Present)
(Principal Investigator: Philip S. S. Howard)
This research is supported by the Fonds de recherche du Québec – Société et culture (FRQSC): Soutien à la recherche pour la relève professorale
Research has demonstrated that Black people’s experience with state-run schooling in Canada is dehumanizing and alienating. Attending only to these facts paints a dismal and incomplete picture of Black education. A fuller understanding of Black education comes through recognizing the various ways in which Black communities have exercised agency with regard to education by resisting and challenging antiblackness and inequitable conditions. Montreal, since at least the beginning of the 20th century, has been a site of Black educational activism, seeing the implementation of multiple Black community supplementary educational (BCSE) initiatives, including homework clubs, tutoring, after-school, weekend-school, and summer school programs. However, to date there exists no comprehensive account of the historical emergence and work of BCSE initiatives in Montreal or of their visions and outcomes; nor is there research that looks at both Francophone and Anglophone BCSE initiatives together. This research will: 1) create an inventory of BCSE initiatives in Montréal since 1900, and document their successes and challenges from the perspective of BCSE organizations; 2) produce a critical account of the diverse political visions that inform these community responses to state schooling, and the ways in which gender, class, language and heritage influence these visions; and 3) critically analyze the ways in which relationships (such as funding relationships) among Montréal BCSE initiatives, state educational structures, and municipal, provincial and federal governments might impact the realization of these educational visions.
2017-2018: The Arts Against Postracialism: Strengthening Resistance Against Contemporary Canadian Blackface
(Principal Investigator: Philip S. S. Howard)
This research is supported by the Social Sciences and Humanities Research Council of Canada through a Connection Grant
This knowledge mobilization outreach project will use arts-based methods to engage audiences with my research into contemporary Canadian blackface. The objectives are to: 1) raise awareness about blackface, its history and its impacts at Canadian universities and beyond 2) offer Black students and others impacted by blackface a space to heal and to develop strategic responses, and 3) to combat isolation by fostering connections between Black student associations across Canadian universities. I collaborate in this project with artist/curator Camille Turner, experienced at facilitating artist-researcher collaborations, and the project commissions four artists with a socially-engaged, critical art practice to create art installations inspired by the research and its objectives.
2013-2017: Racial Humour in the Post-Racial: A Critical Race Africology of Canadian Blackface Incidents
(Principal Investigator: Philip S. S. Howard)
This research was supported by the Social Sciences and Humanities Research Council of Canada through an Insight Development Grant
This study explores incidents of ostensible humour involving blackface occuring on Canadian university campuses.
The objectives of this research are to: 1) analyze the discursive context(s) within which these contemporary Canadian blackface incidents are performed, articulated, justified, and apologized for in a post-racialist climate; 2) explore how claims to humour function rhetorically to allow particular forms of racial knowing and not knowing; 3) understand how the antiblack tropes of racism on which these acts seem to draw are or are not, learned, recognized, and forgotten; 4) explore the diverse ways in which these acts are experienced by black persons amid dominant claims to the diminishing significance of race; 5) explore how black communities on university campuses understand these acts, and exercise agency in challenging them.
2011-2015: The Africentric Alternative School Experience: Agency and Action
(Principal Investigators: Carl E. James & Philip S. S. Howard)
This research was supported by the Toronto District School Board (TDSB) and York University’s Centre for Education and Community (YCEC)
This project involved a 3-year partnership between the Africentric Alternative School (AAS), TDSB and YCEC. The objectives of the study were: 1) To understand the aspirations of the parents, staff, and students of the AAS, and to understand the ways that they are shaping the school in relation to these aspirations; 2) to explore the multiple ways in which members of the school community understand and create a local version of African-centered community, teaching, and learning; 3) to document the transformative successes of the AAS; 4) to identify areas in which parents, staff, and students require further support and to devise, with them, strategies for providing that support with appropriate resources; 5) to identify best practices in the education of Black students that are transferable to the larger TDSB system; 6) to contribute to a climate of high positive regard for the AAS in light of the negative media attention it has attracted.
Books
Howard, P.S.S. (2023) Performing postracialism: Reflections on antiblackness, nation, and education through contemporary blackface in Canada. University of Toronto Press.
Edited Books
Kitossa, T., E. Lawson, and P.S.S. Howard (Eds.) (2019). African Canadian Leadership: Continuity, Transition and Transformation. Toronto: University of Toronto Press.
Howard, P.S.S. & G. Dei. (Eds.) (2008). Crash Politics and Antiracism: Interrogations of Liberal Race Discourse. New York: Peter Lang.
Refereed Journal Articles and Book Chapters
Howard, P.S.S. (2024). Against the “Likewise” and toward the Otherwise: Lessons from the Past, Reflections for the Present in the Context of Canadian Universities’ Commitments to Address Anti-Black Racism. Topia: Canadian Journal of Cultural Studies, 48, 223-248, (Revised version of 2023 book chapter)
Howard, P.S.S. (2023). Contra “lo mismo” y hacia lo Otro: reflexiones sobre el pasado y el presente para abordar el racismo institucional contra los afrodescendientes. In León Castro, E. F. (Ed.) Pedagogías del desaprender: Una mirada política a la educación desde la afrodescendencia, pp. 145-179. Quito, Ecuador : Ediciones Abya-Yala.
Howard, P.S.S. (2022). Quand se glisser dans la peau c’est s’immiscer dans la peau : antinoircité, proximité, résistance et le cas du spectacle SLĀV. Theatre Research in Canada, 43(2), 239-265, (translation in French of the article, "Getting Under the Skin" below)
Howard, P.S.S. (2022). School leadership in the era of Bill 21: A call for commitment and courage. In Gélinas-Proulx, A., & Shields, C. M. (Eds.). Leading for equity and social justice: Systemic transformation in Canadian education. Toronto: University of Toronto Press.
James C.E., & Howard, P.S.S. (2021). Multiculturalism, multicultural education, and racialized students in Canada. In Jornitz S. & Parreira do Amaral, M. (Eds). The education systems of the Americas. Global education systems. Springer, Cham
Howard, P.S.S. (2020) "Getting Under the Skin: Antiblackness, Proximity, and Resistance in the SLAV Affair. Theatre Research in Canada (TRIC/RTAC), 41(1), 126-148.
Howard, P.S.S. (2020) “Have You Ever Seen a Real, Live Racist?: Postracialism and the Crisis of Recognition in the Rise of the Far Right.” In Levine-Rasky, C., & L. Kowalchuk (eds.) We Resist: Defending the Common Good in Hostile Times, pp. 38-46. Montreal: McGill-Queen’s University Press.
Howard, P.S.S., and Carl E. James. (2019) "When dreams take flight: How Teachers Imagine and Implement an Environment that Nurtures Blackness at an Africentric School in Toronto, Ontario." Curriculum Inquiry, 49(3), 313-337. DOI: 10.1080/03626784.2019.1614879.”
Howard, P.S.S. (2019) “Forging Fortuity, Asserting Humanity: The Emotional Labour and Resistance of Black Racial Equity Leaders in Predominantly White Institutions.” In T. Kitossa, E.S Lawson & P.S.S. Howard, (eds.), African Canadian Leadership: Continuity, transition and transformation, pp. 213-240. Toronto: University of Toronto Press.
Kitossa, T., Howard, P.S.S., & E.S. Lawson (2019) “Interrogating the notion of crisis in African Canadian leadership.” In T. Kitossa, E.S Lawson & P.S.S. Howard (eds.), African Canadian Leadership: Continuity, transition and transformation, pp. 3-16. Toronto: University of Toronto Press.
Howard, P.S.S. (2019) “Moving us nowhere: The Politics of Emotion and Civility in the Wake of the Quebec City Massacre.” Canadian Ethnic Studies, 51(1), 1-24.
Howard, P.S.S. (2018) “A laugh for the national project: Contemporary Canadian Blackface Humour and its Constitution through Canadian Anti-Blackness.” Ethnicities, 18(6), 843-868. (Published online: July 8, 2018).
Howard, P.S.S. (2018) “On the back of Blackness: Contemporary Canadian blackface and the consumptive production of post-racialist, white Canadian subjects.” Social Identities: Journal for the Study of Race, Nation and Culture, 24(1), 87-103. (Published online: January 23, 2017).
Howard, P.S.S. (2015) “Critical Whiteness Studies.” In Shujaa, M.J. & K.J. Shujaa (eds.) Encyclopedia of African Cultural Heritage in North America. Thousand Oaks, CA: SAGE Publications, Inc.
Howard, P.S.S. (2015) “Whiteness.” In Shujaa, M.J. & K.J. Shujaa (eds.) Encyclopedia of African Cultural Heritage in North America. Thousand Oaks, CA: SAGE Publications, Inc.
Howard, P.S.S. (2014) “Drawing dissent: Post-racialist pedagogy, racist literacy, and racial plagiarism in anti-Obama political cartoons.” Review of Education, Pedagogy, and Cultural Studies, 36(5), 386-402.
Howard, P.S.S. (2014). “Taking the bull by the horns: The critical perspectives and pedagogy of two black teachers in Anglophone Montreal schools.” Race, Ethnicity and Education, 17(4), 494–517. (Published online: March 5, 2013).
Howard, P.S.S. (2013) “The Smack of Self-Determination: A Fanonian Analysis of the Africentric Schooling Debate in Toronto.” In G. J. S. Dei & M. Lordan (eds.), Contemporary Issues in the Sociology of Race and Ethnicity: A Critical Reader, pp. 43-68. New York: Peter Lang.
Howard, P.S.S. (2010). “Turning out the centre: Racial politics and African agency in the Obama era.” Journal of Black Studies, 40(3), 380-394.
*Reprinted in A. Mazama & M. Asante (eds.) (2012). Barack Obama: Political frontiers and racial agency, pp. 55-69. Thousand Oaks: Sage.
Howard, P.S.S. (2008) “Colliding positions on what counts as racially progressive: A critical race Africology of the film, Crash.” In P. Howard & G. Dei (eds.), Crash Politics and Antiracism: Interrogations of Liberal Race Discourse, pp. 25-47. New York: Peter Lang.
Dei, G. & P. Howard (2008). “Introduction: Up to no good: Crash politics and the liberal race discourse.” In P. Howard & G. Dei (eds.), Crash Politics and Antiracism: Interrogations of Liberal Race Discourse, pp. 1-11. New York: Peter Lang.
Howard, P.S.S. (2006). "On Silence and dominant accountability: A critical anticolonial investigation of the antiracism classroom." In G. J. S. Dei & A. Kempf (eds.), Anti-colonialism and education: The politics of resistance, pp. 43-63. Rotterdam: Sense Publishers.
Howard, P.S.S. (2004). “White privilege: For or against? A discussion of ostensibly antiracist discourses in Critical Whiteness Studies.” Race, Gender and Class, 11(4), 63-79.
Non-refereed Publications
Howard, P.S.S. (2022). Sejarah ‘blackface’ dan mengapa praktik ini sangat bermasalah (The history of 'blackface' and why the practice is so problematic). The Conversation Indonesia (October 2). (Reprint and revision of 2018 articles in the Conversation with new context of an incident in Indonesia; translated by Luthfi T. Dzulfikar).
Howard, P.S.S., Johnson, B., & Ah-Sen, K. (2022) “Ukraine refugee crisis exposes racism and contradictions in the definition of human” The Conversation (March 22).
Howard, P.S.S. (2019) “Trudeau in blackface. A symptom of Canada's widespread anti-Black racism.” The Conversation (September 20).
Howard, P.S.S. (2018) “If you’re thinking of doing blackface for Halloween, just don’t.” The Conversation (October 25).
Howard, P.S.S. (2018) “The Problem with Blackface.” The Conversation (June 11).
Prof. Howard is currently accepting graduate students whose research interests overlap with his own. He is particularly (though not exclusively) interested in hearing from prospective students who are working in the areas of Black Studies in Canada, and anti-blackness and abolition within settler-colonial contexts as they relate to education, knowledge production, and resistance.
Applicants to the DISE graduate programs interested in being supervised by Prof. Howard should contact him directly by email, attaching a current CV, a brief description of their potential research interests, and a recent transcript.
Selected Keynotes and Talks
Howard, P.S.S. (2022). Learning to Get Along at School. Antiblack Postracialism through Multicultural Education. Chamberlain Lecture, 2022. Children, Childhood and Youth Studies, Department of Humanities, York University, Toronto, ON. (November 1).
Howard, P.S.S. (2022). Frameworks for Understanding and Dismantling Anti-Black Racism in Canadian Non-Profit Services. YMCA Canada International Day for the Elimination of Racial Discrimination, 2022 Webinar. (March 21).
Howard, P.S.S. (2021). Blackness and Liminality in Post-Secondary Education. Peace Week, Dawson College, Montreal, QC. (September 22).
Howard, P.S.S. (2021). More than a Diverse Reading List: Challenging an Antiblack Pedagogy. Spring Perspectives on Teaching Conference, Western University, London ON. (May 12).
Howard, P.S.S. (2020). Taking Ownership for our Educational Practice in a Settler Colonial Context, Vanier College, Ville St. Laurent, QC. (January 16).
Howard, P.S.S. (2017). Reading Black Academic Excellence in the Canadian Black Lives Matter Context. Durham Black Educators Network (DBEN) Activating Success Awards, Pickering, ON. (May 4).
Selected Conference Presentations
Howard, P.S.S., Cattani-Perroni, T., & Kidd, T.J. (2022). Naming What’s Wrong, Making it Right: A preliminary inventory of Black Community Supplementary Education Initiatives in Montreal. Paper presented at the annual meeting of the Black Canadian Studies Association, at the Congress of the Humanities and Social Sciences (virtual conference). May 15, 2022.
McCready, L., Hamilton-Hinch, B., Howard, P.S.S., Simmons, M., & Crichlow, W. (2022) Investigating Black Student Access Initiatives at Four Canadian Universities: Towards Race-Conscious Policy. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. April 22-25.
Howard, P.S.S. (2021). Fugitive Learning, Jurisgenerative Pedagogies: Making Black Life at the Canadian University. Paper presented at the I Jornada Académica por el Mes de la Afroecuatorianidad: Pedagogías Otras para la Reexistencia de la Afrodescendencia (First Academic Conference for the Month of Afro-Ecuadorianity: Other Pedagogies for the Reexistence of Afro-descendants) (virtual conference), Quito, Ecuador. October 29, 2021.
Howard, P.S.S. (2019). Getting Under the Skin: Antiblackness, Proximity, and Resistance in the SLĀV affair. Paper presented at the annual meeting of the Canadian Sociological Association, at the Congress of the Humanities and Social Sciences. University of British Columbia, Vancouver, British Columbia. June 3-6.
Howard, P.S.S. (2019). The Arts Against Postracialism: Examining the Impact of Arts-Based Intervention against Blackface on Canadian University Campuses. Paper presented at the annual meeting of the Black Canadian Studies Association, at the Congress of the Humanities and Social Sciences. University of British Columbia, Vancouver, British Columbia. June 3-4.
Howard, P.S.S. (2019). Contemporary Canadian Blackface at the University and the Persistence of Antiblackness. Paper presented at the conference Protests and Pedagogy: The legacies of Caribbean student resistance and the Sir George Williams Affair, Montreal 1969. Concordia University, Montreal, Quebec. Feb 8-9.
Howard, P.S.S. (2018). Blackface, Apologies, and Institutional Responses. What We Can Learn About What National Apologies for Slavery Might Look Like. Paper presented at the annual meeting of the Black Canadian Studies Association, at the Congress of the Humanities and Social Sciences. University of Regina, Regina, Saskatchewan. May 28-29.
Howard, P.S.S. (2018). Black Teachers Resisting Anti-blackness in Education: The pedagogy of teachers at Toronto’s Africentric Alternative School. Paper presented at the annual meeting of the Black Canadian Studies Association, at the Congress of the Humanities and Social Sciences. University of Regina, Regina, Saskatchewan. May 28-29.
Howard, P.S.S. (2017). Contemporary Canadian Blackface, Slaveability, and Anti-Black Libidinal Economy. Paper presented at the Black Canadian Studies Association Conference: “Blackness, Indigeneity, Colonialism, and Confederation: 21st Century Perspectives” Brandon University, Brandon, Manitoba. May 11-14, 2017.
Howard, P.S.S. (2017). African Canadian Leadership and Collaboration with Whites within Predominantly White Institutional Structures. Paper presented at the Black Canadian Studies Association Conference: “Blackness, Indigeneity, Colonialism, and Confederation: 21st Century Perspectives” Brandon University, Brandon, Manitoba. May 11-14, 2017.
Howard, P.S.S. (2016). Knowing by showing up black: Racial literacy, racial embodiment, and racial presentation. Paper presented as part of the panel “More than a big liberal hug: Building racial literacy through critical race praxis in education” at the annual meeting of the Canadian Society for the Study of Education, at the Congress of the Humanities and Social Sciences, University of Calgary, Calgary, Alberta. May 28-June 3, 2016.
Howard, P.S.S. (2016). Post-racialism and the production and negotiation of blackness at university. Paper presented at the annual meeting of the Canadian Society for the Study of Education, at the Congress of the Humanities and Social Sciences, University of Calgary, Calgary, Alberta. May 28-June 3, 2016.
Howard, P.S.S. (2016). A Laugh for the National Project: Contemporary Canadian Blackface Humour and its constitution through settler-colonial relations. Paper presented at the annual meeting of the Canadian Sociological Association, at the Congress of the Humanities and Social Sciences, University of Calgary, Calgary, Alberta. May 28-June 3, 2016.
Howard, P.S.S. (2016). Canadian Post-racialism and the Education of Resistance: The Critical Role of Black community and Black Student Associations on Canadian University Campuses. Paper presented at the Anti-Black Racism Network Conference: Anti-Black racism: Criminalization Community, Resistance. Toronto, Ontario. February 18 – 20, 2016.
Howard, P.S.S. (2015). The Pedagogical Imperative: Black Indignation, White Education, and Institutional Responses to Blackface Incidents on Canadian University Campuses. Paper presented at the annual meeting of the Canadian Society for the Study of Education (CSSE)-SOCINET, at the Congress of the Humanities and Social Sciences, University of Ottawa, Ottawa, Ontario. May 30-June 5, 2015.
Howard, P.S.S. (2015). Contemporary Canadian Blackface: Instantiations of Canadian Multiculturalism. Paper presented at the annual meeting of the Canadian Sociological Association, at the Congress of the Humanities and Social Sciences, University of Ottawa, Ottawa, Ontario. May 30-June 5, 2015.
Howard, P.S.S. (2015). Contemporary Canadian Blackface and the Afterlife of Slavery. Paper presented at the Critical Ethnic Studies conference: Sovereignties and colonialisms: Resisting racism, extraction, and dispossession. York University, Toronto, Ontario. April 30-May 3, 2015.
Howard, P.S.S. (2014). Contemporary Blackface, Microagression, and Pedagogy for Whiteness: Teaching and Learning Disregard on Canadian University Campuses. Paper presented at the 8th Annual Critical Race Studies in Education Conference, Nashville, Tennessee. May 28 - 30, 2014.
Howard, P.S.S. (2014). Blackface, Multicultural Education and the Post-racial Fungibility of Race. Paper presented at the 8th Annual Critical Race Studies in Education Conference, Nashville, Tennessee. May 28 - 30, 2014.
Howard, P.S.S. (2013). Blackface Humour in the Post-Racial: Implications of and for antiracism education. Paper presented at the 7th Annual Critical Race Studies in Education Conference, Nashville, Tennessee. May 29 - June 1, 2013.
James, C. & P.S.S Howard (2013). Toronto’s Public Africentric School: Community Agency and Action. Paper presented (by Philip Howard) at the 7th Annual Critical Race Studies in Education Conference, Nashville, Tennessee. May 29 - June 1, 2013.
Howard, P.S.S. (2013).Blackface Humour on Canadian University Campuses: Race-making and Resistance in the Ostensible Post-Racial. Paper presented at the Black Canadian Studies Association Conference: “’Where are you from?’ Reclaiming the Black Presence in Canada,” Brock University, St. Catharines, Ontario. May 24-26, 2013.
Howard, P.S.S. (2013).Black agency and constrained resistance: An analysis of gendered race narratives and their impact on black anti-racists who work with White allies. Paper presented at the conference: Decolonizing the Spirit: Subalterneity and the Politics of Subversion. Ontario Institute for Studies in Education/University of Toronto, Toronto, Ontario. April 12-13, 2013.
Northeastern Association of Graduate Schools Graduate Faculty Teaching Award, 2022 recipient. This award recognizes excellence and creativity in teaching of graduate students at the doctoral program level and innovation in graduate curriculum development and implementation.
Carrie M. Derick Teaching Award for Graduate Supervision and Teaching, 2021 recipient. Awarded to one faculty member annually who has been supervising for 10 years or less by McGill University Graduate & Postdoctoral Studies for outstanding contributions to promoting graduate student excellence through supervision and teaching.
Durham Black Educators Network (DBEN) Educator Award, 2016 recipient. Awarded to an educator who exemplifies the DBEN motto of Optimizing the educational experiences of African and Caribbean students.
Service
Provostial Working Group on African and Black Studies
Provostial Delegate-Black Faculty Recruitment Initiatives
Convenor, Dr. Kenneth Melville McGill Black Faculty & Staff Caucus
Editorial Board – Whiteness and Education
Board of Consulting Editors – Canadian Journal of Education
Dr. Kenneth Melville Black Faculty & Staff Caucus
Working Group on African & Black Studies (McGill)
