Africentric Research and Education Portal

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by Gary Pieters, M.Ed. Introduction Welcome to the Africentric Research and Education Portal! The purpose of this website is to foster and sustain educational awareness, and supporting tools on implementing Africentric research and education in Toronto, Ontario and Canada. The navigation bar on the left provides a variety of research, supplementary resources, opinions, articles and coverage of Africentric learning environments. The author of this website served as the site administrator of a pilot Africentric school and have also researched and presented on culturally relevant and responsive learning environments for students of African-Canadian descent and racialized minorities. What is an Africentric curriculum? An Africentric curriculum provides a culturally relevant and responsive learning environment where the content, discussions, images and role models are inclusive of the rich and diverse contributions of the African-Canadian diaspora. The staff, students, parents and community represent a world-view that facilitate their connection with people of African descent reflected in history, literature, philosophy and educational excellence. An Africentric curriculum can be implemented through a thematic approach. In this culturally relevant learning environment, students develop a better appreciation of their identity through learning arts, literacy, music, drama, storytelling, presentations by community presenters and field trips with an African-Centred focus. An Africentric curriculum fosters experiential learning. In an Africentric learning environment, students start the day with affirmations, which are read daily by the students to the whole school over the public address system. They also sing the Black National Anthem 'Lift Every Voice', as well the Canadian National Anthem O' Canada. An Africentric curriculum is an inclusive curriculum with an African-Centred focus. What are some of the factors that have made the introduction of Africentric education necessary to re-engage Toronto's African-Canadian youth? As Canada enters the 21st century, issues of culture and curriculum have become increasingly acute. Educational leaders, school administrators, teachers, parents and community spokespersons continue to articulate a need to pay closer attention to the appropriateness of current teaching practices, the need for positive disciplinary practices and curriculum content as the Canadian population increasingly becomes ethnoculturally diverse. The connection of schools as sites of knowledge production seems to elude students who are disproportionately impacted by harsh discipline, suspensions and expulsions. Their disengagement and dropout from school becomes an inevitable result of the pushout factor which suspensions and expulsions foster within the educational system. The alarm bells of disproportionate numbers of racial minority students being suspended from learning in schools present a long term educational gap in society that is significant. There is also a body of opinion that supports the position that the lack of inclusive curriculum has a detrimental impact on students as reflected through rates of dropouts from the school system. This is an issue too important to ignore or pass on. It is our responsibility to reach at the causality and do something about the intended and unintended consequences. With these factors in mind, Africentric learning environments may enable students to reach the 'turning point' where they can see 'possibility' and find their pathways to success. A well educated society is essential to Canada maintaining international competitiveness and a high quality of life for all its citizens. Therefore by effectively educating all its citizens, Canada can lead the world as a global knowledge economy where African Canadians and Canadians of all diversities are fully contributing to their full potential and achieving their aspirations in an equitable and inclusive society where the cultural mosiac is lateral or level in access to opportunity for all. The students need a learning experience where they are not only physically present in school settings, but also their hearts and minds are connected. The environment must incorporate their spoken word, rap, reggae, language, and stimuli. What is the impact of an Africentric curriculum, teaching and learning environment on student's motivation to learn and to succeed? The learning environment is reflective of community role models as the teaching staff and administrators reflect the student's own diversity which in turn impact upon student's possibilities for achievment of their aspirations and overall success. The literature used are culturally relevant, engaging, and affirmed the students' sense of self and community. Students become excited about school and can connect what they were doing in school with home and the community. Teachers demonstrate high expectations for all students. Discipline is positive, affirming, a turning point towards positive conflict resolution, and provide positive alternatives to behaviours that need to change. Routines, procedures, climate, and the tone of the learning environment is kind and caring for all; the ability of staff to engage parents, who interact collaboratively with staff; the opportunity for parents to provide feedback, consultations with parents for input; support workshops for parents on African-Centred pedagogy. The learning materials focus on Africentric images, which can be displayed on bulletin boards, the school’s front entrance and hallways with positive portrayals of blacks and racialized communities. How can community and parent involvement sustain the effectiveness of an African-Centred program? Parents and community develop an understanding of the curriculum connection to home, school and community. Collaborative parent workshops, celebrations, breakfast provide opportunities for growth, involvement and feedback. Africentric Schools positioned as sites of excellence – the caring village – educate students and community. Parents exercise a strong involvement in their children’s education and the need for voice and choice in the education of students of African descent. Where are the Africentric programs? Click for an Attached List of Africentric schools, Programs and Organizations in Canada Know of an Africentric, African-Centred or Afrocentric School in Canada that is not on the list? Send the information on the school/program to gpieters@oise.utoronto.ca for inclusion on the list. Gary Pieters is an experienced and accomplished educator and administrator with over 10 years of experience. Currently, Gary is the Vice-Principal at an elementary school in Toronto. Gary has also been active as a volunteer in the community for many years. Gary currently serves as co-chair of The Committee to Commemorate and Memorialize the Abolition of Slave Trades (CMAST). He has a wide interest in equity, diversity and human rights. Gary was appointed to the 2006-2007 Community Editorial Board of The Toronto Star where his focus, and editorial page columns has been highlighting the contributions of individuals from diverse communities to Canadian history and institutions. Gary is also a member of the board of directors of the Urban Alliance on Race Relations [UARR]. Thanks for visiting my page. I can be reached at gpieters@oise.utoronto.ca Copyright 2005-2008 Gary Pieters, All Rights Reserved. Launched on February 1, 2005. Most Recently Updated on November 10, 2008. This site is revised and updated regularly to serve as an attractive, accessible and usable e-learning environment. Check in regularly for updated information. Academic Content and Photographic Images From This Site May Not Be Used or Reproduced In Any Form Without The Written Consent Of The Author Of This Homepage.