Nirva was a classroom teacher who also volunteered in a BCSE tutoring programme. She understands BCSEs as emerging in response to gaps in the school system such as a lack of culturally responsive pedagogy, biased exams, and the over-placement of Black students into special education streams. She also points to the lack of Black representation in schools. Nirva explainsthat some BCSEs arose to support parents who had limited knowledge of how to navigate the school system. She notes that while the board of her BCSE is now largely populated by women and an older generation, leadership in earlier years had been mostly men.  Nirva feels this shift reflects changes in the teahing profession over the years because of more women have become involved in teaching. 

Nirva expresses frustration that BCSE programs aren’t allowed to operate without having to justify themselves to white institutions. She highlights funding constraints that force BCSEs to cut corners by underpaying staff and reducing supplies.  Nirva expresses surprise that this situation persists in Montreal. She questions whether funders truly believe in the projects they fund.