Exploring Different Attitudes Towards Africentric Schooling - 2 views

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  #1 Tanya Traverso on 01 Oct 11

   

  The institution of the Africentric School within the Toronto District School Board made its mark in 2009. This week, I wanted to gain more insight into the intentions of the Africentric Alternative School program as well as how this establishment had emerged. Emphasizing Africentric epistemologies in the teachings of youth, it ultimately moves away from the dominant Eurocentric views that have been the framework of study. According to the school website, there are three distinct objectives the educators have for its students: high academic achievement, high self-pride, and a high motivation to succeed. By infusing the history of African descent with the Ontario curriculum, it can provide these students with a greater understanding of their heritage based on sources and experiences, while providing them with the emotional support as needed. Therefore, the purpose of this school seeks to empower a specific student body by providing them with a safe environment to learn. Although a positive and encouraging school experience is promoted, the school faces great criticisms.
  
  This plan was first initialized in 2007 as community meetings began to engage in discussion regarding various approaches that would need to be enacted in order to ensure academic success for all students, including those racially marginalized. Many community members strongly believed these individuals were often segregated in the public system and often disengaged from their learning. In 2008, strong support from the Toronto African community prepared a report which highlighted Improving Success for Black Students. When presented to the Board of Trustees, they decided to institute a pilot program to be carried out in three schools, which involved integrating history, culture, experiences, and contributions of the people of African descent and other racial groups into the curriculum and the school environment in general. Ultimately, the Board responded to these declarations and acted in a way they believed were responsive to the needs of the entire community. By analyzing the divided reactions to the decision by the TDSB to open an Africentric school, re-emphasizes the importance of community. Regardless of the different types of schooling that may emerge, all students can gain a better understanding of the world through multiple experiences, perspectives and interactions of different people. This awareness of diversity offers a basis for learning as well as provides the foundation in developing a positive relationship between students, adults, and the community as a whole.
  
  Please refer to: http://www.tdsb.on.ca/SchoolWeb/_site/viewitem.asp?siteid=10423&pageid=19951&menuid=23019

   

  <div class="cArrow"> </div><div class="cContentInner">The institution of the Africentric School within the Toronto District School Board made its mark in 2009. This week, I wanted to gain more insight into the intentions of the Africentric Alternative School program as well as how this establishment had emerged. Emphasizing Africentric epistemologies in the teachings of youth, it ultimately moves away from the dominant Eurocentric views that have been the framework of study. According to the school website, there are three distinct objectives the educators have for its students: high academic achievement, high self-pride, and a high motivation to succeed. By infusing the history of African descent with the Ontario curriculum, it can provide these students with a greater understanding of their heritage based on sources and experiences, while providing them with the emotional support as needed. Therefore, the purpose of this school seeks to empower a specific student body by providing them with a safe environment to learn. Although a positive and encouraging school experience is promoted, the school faces great criticisms. <br /> <br /> This plan was first initialized in 2007 as community meetings began to engage in discussion regarding various approaches that would need to be enacted in order to ensure academic success for all students, including those racially marginalized. Many community members strongly believed these individuals were often segregated in the public system and often disengaged from their learning. In 2008, strong support from the Toronto African community prepared a report which highlighted Improving Success for Black Students. When presented to the Board of Trustees, they decided to institute a pilot program to be carried out in three schools, which involved integrating history, culture, experiences, and contributions of the people of African descent and other racial groups into the curriculum and the school environment in general. Ultimately, the Board responded to these declarations and acted in a way they believed were responsive to the needs of the entire community. By analyzing the divided reactions to the decision by the TDSB to open an Africentric school, re-emphasizes the importance of community. Regardless of the different types of schooling that may emerge, all students can gain a better understanding of the world through multiple experiences, perspectives and interactions of different people. This awareness of diversity offers a basis for learning as well as provides the foundation in developing a positive relationship between students, adults, and the community as a whole. <br /> <br /> Please refer to: <a href="http://www.tdsb.on.ca/SchoolWeb/_site/viewitem.asp?siteid=10423&pageid=19951&menuid=23019" rel="nofollow" target="_blank">http://www.tdsb.on.ca/SchoolWeb/_site/viewitem.asp?siteid=10423&pageid=19951&menuid=23019</a></div>

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