Okay, I'll admit that I'm rather confused about the whole Afrocentric curriculum hullaballoo. I mean, there are already two privately-funded schools as such existing in Toronto. One is Umoja and the other is Harambee. Whenever I see students from these schools interviewed on television, they appear happy to be learning about their culture. You don't believe them? Well, what about all the graduates of "black" schools, colleges and universities in the States--and other post-slave-labour countries--schools that have existed for decades? Are most of their graduates not "doing fine", but have just studied curriculum with Afrocentric additions? I realize that these schools had to be black-only in the beginning, but not now. And, frankly, they're not now. There are lots of schools who accept nonblack kids.
Allison Wilson and Donna Yarrow
React to Achieving Afrocentric Curriculum Ruling
Photo by J.P. Moczulski
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Same goes for Catholic schools too. People assume untrue things about graduates (like me) including the fact that (1) there are all kinds of kids--with all kinds of beliefs--who are accepted into these schools. (2) We learned about people and beliefs from all over the world. And (3), most of us are not against alternative lifestyles (read: third genders), premarital relations, divorce or even abortion. Some have even been recorded as atheist, but mostly, many are agnostic. I mean, we're all human, right?
And, oh yes, it's only been since this Afrocentric duo (above) organized themselves to begin badgering the Toronto District School Board about the idea for the Afri-schools that the board decided to try pilot classes in Afrocentric curriculum. I hear that these classes have been well-received by both black and nonblack students. So, why did it take a desire to have equal-but-separate schools to finally convince the school board to try the pilot Afri-classes? God only knows.
To this end, I've consulted a couple of experienced Afri-teachers I know to speak on this controversial subject. Below are their highly-informed opinions.
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From The Desk Of Rufus Paul
"The decision to pilot a Black-focused school [Afrocentric curriculum] is a step in the right direction. As a teacher, a parent, academic and member of the black community I can understand why others will not be in favour of it. The scary thing though of resisting it, is that we go back to the status quo, meaning many of our kids under-perform, fail, drop out and join others like themselves in society.
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...There will be a great push to ensure that the students get a good foundation in Mathematics and English Language and then move towards excellence. This will not be easy, but they will be guided by others whose motto will be have sentiments to the effect of - learn by almost any means necessary, failure is not an option, and let no one be left behind. Why? Because the stakes are much much too high.
As a teacher and as a tutor we are always amazed about the improvements parents say they see in their children after only one month. Guess what happens after one year? What do we do that makes such a difference?
1. We ensure that children can write properly. Many teachers accept poor penmanship and are not able to do anything about it.
2. We teach children the basics in Math and English. They must learn any given rule or definition. We make sure they master the curriculum concepts.
3. We check and test them weekly to ensure that they retain whatever they have been taught.
4. We spell out quite clearly the role parents should play to guarantee the school success of their child.
5. We teach them to be able to focus on a task at hand. Many of our children have difficulties concentrating for even short periods of time."
Rufus Paul, Principal and Teacher
Scholars Academy Tutoring
416 503 0045
"The decision to pilot a Black-focused school [Afrocentric curriculum] is a step in the right direction. As a teacher, a parent, academic and member of the black community I can understand why others will not be in favour of it. The scary thing though of resisting it, is that we go back to the status quo, meaning many of our kids under-perform, fail, drop out and join others like themselves in society.
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...There will be a great push to ensure that the students get a good foundation in Mathematics and English Language and then move towards excellence. This will not be easy, but they will be guided by others whose motto will be have sentiments to the effect of - learn by almost any means necessary, failure is not an option, and let no one be left behind. Why? Because the stakes are much much too high.As a teacher and as a tutor we are always amazed about the improvements parents say they see in their children after only one month. Guess what happens after one year? What do we do that makes such a difference?
1. We ensure that children can write properly. Many teachers accept poor penmanship and are not able to do anything about it.
2. We teach children the basics in Math and English. They must learn any given rule or definition. We make sure they master the curriculum concepts.
3. We check and test them weekly to ensure that they retain whatever they have been taught.
4. We spell out quite clearly the role parents should play to guarantee the school success of their child.
5. We teach them to be able to focus on a task at hand. Many of our children have difficulties concentrating for even short periods of time."
Rufus Paul, Principal and Teacher
Scholars Academy Tutoring
416 503 0045
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From the Desk of Deborah Costello
"Much of what is taught in school today is transmited by the "hidden curriculum" the unsaid, the unseen, it manifests itself internally within the psyche of students, and most often students of colour.
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The hidden curriculum is what is left out when a subject is taught, it is the vocie that is not heard, it is the implied meaning by a tone of a voice that is not gentle and kind, it is the subtle or not so subltle way that adult issues not dealt with manifests itself in subtle ways within the classroom. The hidden curriculum tells students where there "place" is or should be in society without mentioning the words because it either provides a vision for an awesome future through resources, opportunities, and access available in a school and its community or it does not.
The hidden curriculum is disguised by the politically correct language educational systems have adopted that fail to make real changes. The Ontario curriculum is still very Eurocentric and male dominant. It provides a framework for inclusiveness, yet it does not demonstrate a real value for difference.
Afrocentric schools are needed because of the hidden curriculum and the spiritual, damage [that nonAfrocentric schools do]...on a daily basis to children. ...Africa is the cradle of civilization and many great things emanated from there and the curriculum can't value this fact enough to center it within its context, one can only strive for an Afrocentric school where the information that is readily available can be integrated into the curriculum to centre all students and lead them to greatness as demonstrated by their ancestors. February is black history month if you choose! What does that say about valuing African students, and all of our ancestors?"
The hidden curriculum is what is left out when a subject is taught, it is the vocie that is not heard, it is the implied meaning by a tone of a voice that is not gentle and kind, it is the subtle or not so subltle way that adult issues not dealt with manifests itself in subtle ways within the classroom. The hidden curriculum tells students where there "place" is or should be in society without mentioning the words because it either provides a vision for an awesome future through resources, opportunities, and access available in a school and its community or it does not.
The hidden curriculum is disguised by the politically correct language educational systems have adopted that fail to make real changes. The Ontario curriculum is still very Eurocentric and male dominant. It provides a framework for inclusiveness, yet it does not demonstrate a real value for difference.Afrocentric schools are needed because of the hidden curriculum and the spiritual, damage [that nonAfrocentric schools do]...on a daily basis to children. ...Africa is the cradle of civilization and many great things emanated from there and the curriculum can't value this fact enough to center it within its context, one can only strive for an Afrocentric school where the information that is readily available can be integrated into the curriculum to centre all students and lead them to greatness as demonstrated by their ancestors. February is black history month if you choose! What does that say about valuing African students, and all of our ancestors?"
Deborah Alison Costello, Teacher and (former) University Instructor
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