Canadian provincial education systems play a vital role in developing the social and academic interests of youth who, typically, spend over thirty hours in classrooms per week. Yet, significant consistency in terms of provincial guidelines and teacher booklists restrict these classrooms’ approaches to diverse literary content. The lack of both diverse content and representative teachers can skew ongoing perceptions of identity, academic success, and later socio-economic security, especially for racialized students. For upcoming interviews check out the Grad Chat webpage on Queen’s University School of Graduate Studies & Postdoctoral Affairs website.