A new report from the CanAfro Research Institute, by Tedla Desta, PhD, and Chelsea Heathcote, examines this question. It studies textbooks and supplementary learning resources from Grades 3 to 12.
The study finds that the textbooks and learning materials are largely factually accurate, but their language shapes harmful understandings of Africa and ACB people:
- Anti-Black racism is softened through vague, passive wording that hides who caused harm.
- White people are cast as rescuers, while Black and African people remain unnamed or defined by hardship.
- Africa appears mainly through drought, war and charity, rarely through achievement, agency or contribution.
- Black people are framed as newcomers to Canada, and racism as something that happens elsewhere.
- The texts assume a white reader, and study questions steer attention away from race.
- Teacher discretion means these topics can be skipped or taught without context, and narrow portrayals can expose ACB students to bullying.
Read the full report here