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LEGACY 2024: Carl James


Certainly! Here are the questions revised for a Grade 6 reading level:

  1. Intersectionality in Identity:

    • How does Carl E. James explore the different parts of a person's identity, like race, ethnicity, gender, class, and citizenship? Why is it important to think about all these aspects when we talk about who someone is?
  2. Equitable Opportunities in Education:

    • According to James, why is it really important to make sure that everyone has a fair chance in education and work? How do these opportunities help people who might feel left out or not included?
  3. Sports and Education:

    • What does Carl E. James say about how sports can be both helpful and sometimes confusing for students in school? How can playing sports affect how well someone does in their education?
  4. Challenges Faced by Racialized Students:

    • From James's work, what problems and confusing things do students who are treated differently because of their race face in schools? How is he trying to help make things better for them?
  5. Essentialist Discourses:

    • How does Carl E. James try to change the way people talk about and understand racialized people, especially Black Canadians? Why is it important to challenge ideas that try to put everyone in the same group based on their race?


  1. Broader Implications of Intersectionality:

    • How might the intersectionality of race with ethnicity, gender, class, and citizenship influence broader societal structures and systems, beyond individual identity? Can you think of examples in the real world where these intersections play a significant role?
  2. Policy Implications:

    • Considering James's role as the Senior Advisor on Equity and Representation, how do you think policies addressing equity and representation in education and workplaces could impact society? Can you suggest specific policy changes based on his research findings?
  3. Community Involvement:

    • In what ways can communities actively participate in advocating for equitable opportunities in education and employment, based on the research contributions of Carl E. James? How might community involvement make a difference in addressing disparities?
  4. Media Representation:

    • How does the media contribute to essentialist and generalized discourses regarding racialized individuals, as mentioned by James? Can you identify instances where media representations may perpetuate stereotypes, and how can media be a force for positive change?
  5. Personal Reflection:

    • Reflecting on James's work, how can individuals, regardless of their racial background, contribute to creating a more inclusive and equitable environment within their own spheres of influence, such as schools or workplaces? What actions can students take to promote understanding and inclusivity?


  1. Interactive Timeline of Black Achievements:

    • Objective: Create an interactive digital timeline highlighting significant achievements of Black individuals in various fields such as science, arts, sports, and activism.
    • Tools: Online timeline creation tools (e.g., Timeline JS, Sutori), research databases, image editing software.
    • Process: Research and compile key milestones, use multimedia elements, and annotate each event. Present the timeline using the chosen online tool, incorporating multimedia for a dynamic learning experience.
  2. Podcast Series on Equity in Education:

    • Objective: Develop a series of podcasts discussing the challenges and solutions related to equity in education, inspired by Carl E. James's research.
    • Tools: Podcasting software (e.g., Audacity, Anchor), research materials, interview skills.
    • Process: Script episodes focusing on key aspects of equity in education, conduct interviews with educators and students, and edit the podcasts for a polished final product. Share the series on a podcast hosting platform.
  3. Virtual Museum Exhibit on Intersectionality:

    • Objective: Curate a virtual museum exhibit exploring the concept of intersectionality, showcasing how race intersects with other factors in shaping identities.
    • Tools: Virtual exhibit platforms (e.g., Google Arts & Culture), graphic design software, research materials.
    • Process: Research and select artifacts representing intersectionality, create engaging visual content, and use the chosen platform to build a virtual exhibit. Include multimedia elements such as videos or audio clips for a comprehensive experience.
  4. Online Equity Workshop for Peers:

    • Objective: Develop an online workshop to educate peers on the importance of equity in education and share strategies for fostering inclusivity.
    • Tools: Video conferencing platforms (e.g., Zoom, Microsoft Teams), presentation software, interactive tools.
    • Process: Plan and design workshop content, incorporating insights from Carl E. James's work. Use interactive features like polls or breakout sessions to engage participants. Deliver the workshop during a designated session.
  5. Social Media Campaign Against Stereotypes:

    • Objective: Launch a social media campaign challenging stereotypes and promoting positive representations of racialized individuals, particularly Black Canadians.
    • Tools: Social media platforms (e.g., Instagram, Twitter), graphic design tools, content creation apps.
    • Process: Develop a series of visually appealing posts featuring positive stories, achievements, and contributions of Black Canadians. Use hashtags strategically to amplify the campaign's reach and encourage audience participation.