Africentric Schooling; An Inclusive Education.

What is an Afrocentric school?

An Afrocentric school is “an alternative educational environment that emphasizes

Afrocentric epistemologies in the teachings of the youth” (Dei 1996/1997, Key Questions

Section, para. 1). The term “Afrocentric” refers to a framework/ideological perspective

that places Africa at the center of “political, economic, cultural, and spiritual life”

(Ginwright, 2004, p.17).

The Africentric Alternative school in Toronto was one of two other africentric schools my children attended.  First they attended Umoja, a small multi-grade class, and an africentric co-operative homeschooling circle that was also a small multi-grade circle.   Afrocentrism was not only a framework for teaching my children academics, but it became the way in which all of our discussions, politics, spiritual practices, and day to day routines carried out.  Centralizing our Africaness is the way we live, and the way we think.  The choice to send my children to a private school that embraced the ancestral teachings of Africa as well as challenged them to critically think socially was a conscious and political decision, and for me there were no other options.  Black children were being failed by the system, and intentionally excluded from the avails of a higher education.  This sense of loss left families feeling desperate and betrayed, and Black families were organizing and protesting for a schooling that would reflect and focus on inclusive education.  Dei, Wilson and Zine underline this, stating “Inclusive education calls for the integration of the individual, family histories, concerns, and practices in to the larger societal collective, etc.  Inclusive schooling practices must be both ‘critical’, culturally, socially responsive and relevant and must seek to engender empowerment and transformation in the lives of all learners”

                After fighting so much resistance, the Africentric Alternative School opened in 2009 and Manani and Kijani were one of the first students to attend along with another hundred students.  Every day children would be greeted by teachers and a principle that reinforced their value as Black children.  Their mornings would begin with a school assembly where they would recite a self-determination pledge and thanks giving to the universe for their abilities.  Most of the school’s pedagogy was founded in Africentricity, or at least attempted to strive for complete African centrality. This was evident in the books they read, the class make up, instruction, and the overall fabric of the schools composition. The school functioned as a collective unit, where by the communities involvements were essential in the strategic planning and direction of the school.  Holiday’s were celebrated with the community at the school, and it wasn’t uncommon to see many families socializing until late in the evening with talk of future ideas. 

                Today, listening to my children talk about the Africentric Alternative School gives me a sense of pride; not only in their achievements and successes, but in my own commitment to their culture and education. Now living here in Nova Scotia, much of our reality has changed to fit into a Eurocentric paradigm with little community involvement, faculty members of colour, books that are reflective of a diverse population, and africentric or social justice curriculum…inclusive learning.  Halifax is still feeling the debris of segregated schools and white supremist’ propaganda to keep the Black community oppressed.  When we look at the statistics from research such as the Black report, and Thiessen’s report on equity, identity and performance, we see the direct intersection of race and educational performance in relation to disparities within the Black community.

    It was this year home, which my children first heard the word Nigger referred to them directly.  It was this year here in Nova Scotia that my daughter came home crying, because her good friend Nancy (who was Filipino) was not allowed to play with “those kind of people”.  When Manani came home with those same hurtful tears full of anger and shame that had fallen down my face 20 years ago, I knew this transition was going to require something more of me than what I had ever needed before.   A free mind, driven by humanity….for anger could have been my chariot and lead to the demise of my fruitful seeds planted in a utopian tomorrow.  How do I foster a positive identity for my Black children growing in a system that has devalued their very essence of their existence, and where was their schooling in a Eurocentric paradigm going to bridge this gap?  How would I continue to strengthen an identity that was also devalued by other oppressed peoples, and peoples in power?  Inclusive education must become more than a theory or ideal praxis of a projected outcome, but a current framework from which all curriculum is based upon.

Folami Jones