This paper aims to fill a knowledge gap regarding students of Chinese heritages’ experiences with racism and create a sample regional systems of innovation to show policymakers the possibility of change in public education. The paper examines the context within Ontario, Canada, and on a few occasions, borrows information from Vancouver, Canada; Saskatchewan, Canada; Scotland, United Kingdom; and the United States. Using Secondary Research methods, design empathy, and systemic inquiry to clarify what is quality and equitable schooling, as well as the assumptions that fundamentally and the current operating public high school education system in Ontario is still heavily under the colonial influences to expose possible errors, such as systemic racism and structural violence toward the Chinese, poor, and Minority. Last, this paper provides an intercultural, inclusive, and humanized solution, which is the sample regional systems of innovation based on System Boundary, Panarchy, and evaluated with Strategic Foresight, that can be change-making and liberating to all, including young white students, to increase quality and equity. This paper is an important study because education involves everyone and most likely is a stage of everyone’s life.