making the case for african-centred schools

in the euro-american context

 

George J. Sefa Dei

OISE, University of Toronto

 

 

I.    Introduction:

This paper examines the case for Afrocentric/African-centred schools as an alternative educational site for youth disengaged and disaffected in the Euro-American context.  The paper is located within the on-going debates on the possibilities and challenges of developing alternative learning environments for youths disengaged in the mainstream schooling system. It is argued that an African-centred school be interrogated as an alternative educational site for those youths who, for varied reasons, do not appear to perform well, academically or socially, in the mainstream school system. In making the case for Afrocentric educational sites, the paper draws on research findings of an on-going longitudinal study of the Canadian public school system.

 

II.   The Context of Research

Since 1992 I have worked with a number of graduate students at the Ontario Institute for Studies in education of the University of Toronto (OISE/UT) on two major projects looking at minority youth experiences in Canadian schools and the challenge of developing an inclusive schooling environment. In an initial three-year project (1992-95), we examined the narratives of Black students and school dropouts as they discuss their experiences in the Ontario public school system, and in some cases their reasons for leaving school.   Study findings have been reported in two publications co-authored with my graduate assistants (see  Dei, G. J. S., [with L. Holmes, J. Mazzuca, E. McIsaac, and R. Campbell] 1995; and Dei, G. J. S., J. Mazzuca, E. McIsaac and J. Zine., 1997). In the study the main research objective was the investigation of what student narratives tell us about the dropout problem, and particularly about the influence of race/ethnicity, class, gender, power, and social structures on dropping out from school.  Specifically,  research was designed to shed some light into how and why students understand and articulate the factors that contribute some students staying in school while others decide to leave school prematurely.  Attention was paid to students. reasons for articulating alternative schooling environments. Admittedly, the concern and fascination over . school disengagement. is not new.  Over the years a number of Black and racial minority parents and community members have expressed concerns about mainstream schools not addressing the educational and schooling needs of their children.  In another three-year study (1995-2000) we examined and conceptualized  . exemplary practices" of inclusive schooling in selected Ontario schools and communities.  Exemplary practices are defined as strategies (both in and out of the schools/classrooms), which make for genuine inclusion of all students, by addressing equity issues and promoting successful learning outcomes particularly for students of racial/ethnic minority and working-class backgrounds. A special focus has been  the examination of the Nighana Alternative School for Black and African-Canadian youth who do not find themselves engaged in mainstream schooling.

 

II.  Theorizing Alternative Schooling: Implications of Research Knowledge

Throughout our longitudinal research an important learning objective was to apply the findings of exemplary practices of inclusive schooling to inform the establishment of "demonstration [alternative] schools" and enhance the academic and school success of Black youth.  From the study findings we formulated the theoretical and practical underpinnings and implications of inclusive schooling as seen from the perspective of alternative school sites.  Elsewhere (Dei, James, James-Wilson, Karumanchery, and Zine, 2000; and Dei, Sonia-James, and Zine, 2001) we have highlighted some ideas as . domains of inclusive schooling. that form the basis of a theoretical approach to rethinking Euro-Canadian/American schooling and education. We argue that these domains also constitute the contextual basis of the development of alternative school sites in the Euro-American context:

 

(a)  Representation (Visual/Knowledge/Physical) in Education:  That is, inclusive educational practices address issues of representation in three areas: visual representation or the inclusion of racial/ethnic and religious minorities and their cultures within the visual/physical landscape of the educational setting; knowledge representation or the centring of non‑European cultural knowledges, cultures, histories and experiences; staff equity, or the integration of teachers and educators from different racial, ethnic and gender backgrounds.

 

(b)  Language Integration.  In an inclusive educational practice, home language (often a vernacular) is used in instruction in conjunction with English. Language becomes a fundamental component to cultural identity.  Family/home, community and innovative school educational strategies validate learners' first languages [local vernacular], and facilitate English skills development.

 

(c)  Equity, Accommodation and Access in Education: That is, the adoption of an inclusive, integrative approach to learning and education.  The ideas of 'equity pedagogy' and 'culturally‑relevant pedagogy' are central to inclusive educational practice, dealing directly with issues of power and equity. Educational stakeholders allow learners to participate fully in their education while developing and practising home cultures and personal and collective identities.

 

(d) Family, Local Community and School Partnerships:  That is, placing emphasis on the important . roles. of parents and community workers in youth education. In effective and inclusive schooling, parents become knowledge producers.  Parents, guardians, caregivers, and adult community workers are seen as initiating, creating and resisting subjects.  They are not simply inserted into the existing structures; rather educators allow adults to claim an important degree of collective ownership of community schooling.

 

(e  Co-operative Education: That is, placing an emphasis on co‑operative education and developing a broader concept of 'educational success'. While inclusive schooling and education cultivate high academic expectations, the learner. s .successes. are defined to recognize the extent of community involvement, as well as non‑academic proficiencies in areas such as psycho‑social development and cultural knowledge. Thus, the learner is helped to improve and sustain her/his self‑esteem, and sense of identity.

 

(f) Spirituality in Education: That is, the promotion of spiritual and intuitive learning in schools, not necessarily an ascription to a high moral order, but an understanding of the self/personhood as a basis to engage learning.  In inclusive schooling, education is anchored in a broader definition of education that encompasses emotional and spiritual dimensions, parental and community advocacy and youth empowerment.  A personalized, subjective identification with the learning processes makes it possible for the learner to be invested spiritually and emotionally in the cause of educational and social change.

 

(g) Indigenous/Local Knowledge. s: That is, local knowledge associated with long term occupancy of a place. A recognition of the important role of indigenous, traditional and culturally‑based knowledge. s in schooling as valuable educational resource for the learner.