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The controversy surrounding the Toronto District School Board's decision to open the door to Africentric schools in the city has been met with mixed feelings of exhilaration, disappointment and confusion.

For those in favour of the proposal, Africentric schools will empower and educate a generation of students while fighting a 40 per cent dropout rate among Toronto's black teens. Meanwhile, those opposed to the idea see it as a step back toward a destructive segregationist past that was prevalent in Toronto and throughout North America.

George Dei, a professor of sociology and equity studies at Ontario Institute for Studies in Education at the University of Toronto (OISE/UT), has been a strong proponent of Africentric schools in Toronto. He said the move toward this style of education has benefits for all of those involved in the educational system.

"Rather than weakening current efforts by mainstream schools to be inclusive of African-Canadian experiences, a black-focused school actually enhances them," Dei said. "As a demonstration school, the lessons learned from a black-focused school would be fed back into the mainstream public system to help enhance learning for all."

Dei is quick to point out the specifics of how Africentric schools will engage learners who have given up on the traditional model of education.

"The school will be established within the public school system. The idea is no different than those behind the establishment of faith-based schools, all-girls schools, the French Immersion programs, specialized arts program and even boy-only literacy classes in the junior grades," Dei said. "Classroom teachings centre the learner in her own culture, history, personal location and spiritual identity. A focused school treats education as an expression of shared community responsibility. Teachers work collectively with students and parents, educating about academic and social success, community belonging, social responsibility, mutual interdependence, respect for oneself and peers and the wisdom of elders."

One of the most contentious issues surrounding the establishment of Africentric schools is the belief that it encourages society's acceptance of racial segregation. However, Dei said there is a marked difference between the positioning of Africentric schools and historical segregation.

"Segregationists in the first half of the 20th century sought to exclude blacks from meaningful participation in society. By contrast, black-focused schools aim to address an educational crisis and help minority youth succeed," Dei said. "The learner must be affirmed in all of her identities if we are to provide holistic education. While racial solidarity alone cannot guarantee academic success for our youth, being exposed to the realities of society in a supportive environment empowers today's learner to deal with pressures of society. This means teaching about race and racism, gender and class oppression."

Ultimately, Dei and those in favour of Africentric schools see the new learning focus as an alternative option available to educators toward reclaiming and re-engaging black students who have given up on the system.

"Mainstream schools must continue to strive to be inclusive. There is no reason why the existence of a black-focused school should lead to an either/or situation. Above all, a black-focused school can ensure that those youth who either drop out or are pushed out of the mainstream system, have a chance at education".

 

Jon Sarpong is the Diversity Officer at Durham College and UOIT. He provides independent diversity training and consultation for various organizations. Contact Jon by e-mailing jsarpong@hotmail.com