Chris Spence, often identified as Christopher M. Spence in academic circles, has been a central figure in Canadian education for decades. Known for his leadership roles at the Toronto District School Board (TDSB) and the Hamilton-Wentworth District School Board, as well as his teaching positions at the University of Toronto and York University, Spence’s career reflects both the challenges and opportunities faced by Black educators in Canada. Among his many works, his 2000 publication Skin I’m In: Racism, Sports and Education stands out as a powerful statement on race, identity, and systemic inequity.
In Skin I’m In, Spence addresses how racism in sports and schools intersects with the experiences of young people, particularly Black students navigating classrooms and athletic arenas. Drawing on his personal journey, from his early days in Windsor, Ontario to his career in football with the BC Lions and beyond, he presents a candid look at how institutions often fail to support students of color. His writing goes beyond autobiography, offering educators concrete insights on how to better serve marginalized communities.
At a time when public education was under scrutiny in places like Toronto and Hamilton-Wentworth, Spence’s voice was crucial. His background — from his birth in England to Jamaican parents, to his academic training at the Ontario Institute for Studies in Education positioned him to critique the system from both lived experience and scholarly research. By the time he earned his Master of Education in 1993 and began doctoral studies in 1996, Spence was already charting a path that would make him a leader in Canadian education.
The book also reflects Spence’s long-standing concern with mentorship and empowerment. Later programs like Boys to Men, which paired youth with community mentors, extend the themes introduced in Skin I’m In. For readers, the message is clear: racism in education and sports must be confronted, but students can thrive when given guidance, support, and recognition.
Though Spence’s career was later marred by allegations of plagiarism, leading to his resignation from the Toronto District School Board in 2013 and the revocation of his doctoral degree by the University of Toronto in 2017, the significance of Skin I’m In as a cultural and educational text remains undeniable. The work continues to be cited in discussions of equity in schools and remains on reading lists for educators seeking to understand systemic racism.
In revisiting Skin I’m In, we see Chris Spence as more than just an administrator; we see a thinker, an advocate, and an educator determined to challenge systems. His focus on race and education links Canadian debates to broader international struggles for equity and representation. For anyone exploring the history of the Toronto District School Board, or the larger Canadian education landscape, this book serves as both a cautionary tale and a call to action.
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