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Bbbst Analysis

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Therefore, as BBBST works within a Eurocentric framework, it can thus be defined as rooted in anti-blackness and anti-indigineity. As Eurocentric ideals are clearly defined as ‘supreme’, they automatically discredit and devoice any other forms of life and success, thus when operating within the framework BBBST essentially molds children and youth into ‘ideal’ adults who mirror these same perceptions. Thus, the culture of anti-blackness and anti-indigienity continues to manifest within these organizations as institutional forms racism. BBBST conducted a study with CAMH in which one of their results were that ‘mentored boys are also two times less likely to develop negative conducts, such as bullying, fighting, lying, cheating, or expressing…show more content…
It produces children that are led to believe that these are the only ways to prosper and the only ways to live. It automatically creates a paradox in which, unless these children succumb to these ideals, they are told that they will essentially amount to nothing. They are measured against an ideal that was built upon the dehumanization of others, built upon genocide for profit, and the intrinsic ‘othering’ of marginalized and racialized groups. It produces children and youth that learn how to live within the standing status quo, rather than questioning it, understanding it, or dismantling it. This keeps and legitimizes the white hetero-normative body’s stance as ‘King’, while everyone else is left to play is…show more content…
BBBST’s doesn’t work towards understanding why these children and youth might not have mentors in their lives – maybe their parents have to work multiple jobs in order to sustain the household or maybe their parents have to travel over an hour in order to get to work, thus limiting time with their children. BBBST does not question how in a capitalist society, ones survival is contingent on monetary value, thus inflicting mental and physical torture in order to put food on the table or a house over their heads becomes the norm and could very well be the reason children and youth may not have mentors. Thus, the rhetoric has to change from ‘how can we help these people?’ to ‘why are conditions this way?’ (Bickford & Reynolds, 2002). Within BBBST’s current framework societal effects are not questioned, individuals are simply just judged, historical repercussions are ignored and individuals are
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