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The authors describe an original unit plan that draws from local and national concerns for truthful history education about the history of racial violence in the United States. The unit plan contextualizes one impetus for truth and reconciliation in a community with a history of anti-Black violence.

The participants partnered with the Equal Justice Initiative to pilot the unit in their district’s new African American History course. The unit drew on historical research and cultural memory to situate local history within a broader context of racism and violence.

The teachers identified eight goals for the unit so that students could understand racialized violence, acknowledge racism as the lived experience of many of their students, and participate in a collaborative learning environment with productive discussions. Speaking from their own experiences with racism, and creating opportunities for students to do the same, the teachers aided the community in voicing long-silenced memories.

Besides bridging some of the gaps between local, regional, and national histories, more research is needed to further examine historical trauma and its implications for both the past and present, in order to amplify and humanize experiences of racism. Additional research is a critical step in developing more thoughtful, empathic and holistic discussions of history and racism at the local level.

In the wake of the recent past, the authors have learned that teaching about the history of racial violence can be enhanced and empowered by reference to relevant current events. The resurgence of racially charged language and violence over the past few years makes this goal more urgent than ever. This unit gives practical guidance to teachers who face this challenge.

The sociopolitical reality of historical trauma and racism must be confronted, and proximity to key events is important in conveying the urgency of racial violence and the need for history education that addresses it. Teachers are making difficult decisions about their options for teaching about race, and they are understandably concerned about any perceived missteps. Nonetheless, inclusive, truthful history education is an appropriate and essential response to narratives of exclusion and silence as the authors help students to develop deliberative skills concerning difficult topics such as racial violence. Teachers and students, together, can do the crucial work of remembering.

The stripping away of narrative agency, identity and history can cover up stories about the stripping away of life and dignity. In the unit plan, the authors recognize truth and reconciliation—especially in the education of people who have relatively little exposure to topics of race and racism—as elemental to a restorative stance against racism.

This paper seeks to explore the influence mechanism of differentiated empowering leadership on knowledge sharing and the moderating role of perceptions of organizational politics.

A paired-sample collection method is employed to conduct an empirical research study on 287 employees.

The results indicate that the direct effect of differentiated empowering leadership on knowledge sharing is not significant, but it has a significantly positive impact on their organizational cynicism. Moreover, organizational cynicism plays the sole mediating role between differentiated empowering leadership and knowledge sharing. Finally, the perceptions of organizational politics moderate the relationship between differentiated empowering leadership and organizational cynicism as well as that between organizational cynicism and knowledge sharing.

The research results demonstrate the specific mechanism by which differentiated empowering leadership influences knowledge sharing through the mediating role of organizational cynicism. In particular, the paper determines the distinct roles played by perceptions of organizational politics as boundary conditions within this mechanism.

The purpose of this study was to understand the unique mental health concerns and access barriers experienced by South Asian Muslim youth populations living in the Peel Region of Toronto, Canada.

For this qualitative exploratory study, interviews (n = 15) were conducted with mental health professionals, educators and spiritual leaders (n = 11) who work with South Asian Muslim youth living in Peel Region, as well as with South Asian Muslim youth themselves (n = 4, aged 20–23). Interview transcripts were analyzed using reflexive thematic analysis.

Four primary themes emerged from the data: challenges and stressors, barriers, facilitators and hope and recovery. South Asian Muslim youth navigate a number of unique stressors related to the domains of culture, religion and family dynamics, as well as the impact of migration.

The findings stress the necessity of creating culturally safe, multilevel strategies to meet the nuanced challenges and diverse needs of South Asian Muslim youth communities.

This is one of the few papers to the knowledge that addresses the mental health needs and service access barriers of youth populations at the intersections of South Asian diasporic community belonging and Muslim faith in Canada.