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This study starts with the observation that Canadians un-self-consciously tend to understate, or fail to recognize, the existence and extent of anti-Black racism in Canada. Canadians also claim that racism is much worse in the United States. Using extensive excerpts from in-depth interviews with Black and White educators in the Quebec English-language school system, the study examines ideological common sense arguments that legitimize, or else, argue away Canadian anti-Black racism. The study also documents the participants' accounts of racism and its effects. / The study exposes arguments used to deny and justify racism, and discusses the disparate understandings of race-related concepts that make it difficult for dominant and oppressed racial groups to see eye-to-eye. The author then uses the findings of the study to answer and critique a 1998 article by S. Davies and N. Guppy that challenges the claim that there is anti-Black racism in Canadian education. / The final chapter of the study suggests that the American literature on race is more relevant to the Canadian context than is often acknowledged. It suggests that anti-racist education in Canada has less to do with "giving teachers...strategies" for passing on "tolerance to the next generation" than with teaching teachers to examine their own assumptions. The author recommends that Canadian education be examined through a Critical Race Theory approach, which centers race.

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Note: / This work is an attempt to evaluate the contribution of Jean Baptiste Meilleur to the development of education in Quebec. It was suggested to me several years ago that I should make a translation of Meilleur’s Memorial de lfEducation which, in addition to containing a history of educational institutions up to his time, reveals many of the difficulties and problems with which he was faced as first Superintendent of Education for Lower Canada 1842-55* However, on becoming familiar with this period of history whence our present educational system is derived, I was prompted to make the present study. [...]

The demand for increased efficiency is a dilemma which faces members of all professions. Improved techniques, new discoveries, further research and the studies of the experiences of others have resulted in improved procedures in all fields. The education profession is no exception, as it has recently felt the impacts of concentrated efforts to increase efficiency at all levels. [...]