“know thy africa, know thyself” · involve being a research task force or doing hands-on...
Post on 03-Jul-2020
0 Views
Preview:
TRANSCRIPT
“Know T hy Africa, Know T hyself”“Know T hy Africa, Know T hyself”
Volume One • Number 1
Fall 2000
Page /2 Message from the Council Chair
Page /3 Message from the Execcutive Director
Page /4 Message from the Minister of Education
Page /4 Speak It!
Page /5 School Board Elections
Page /6 Biography of a
Student /
Back to School
Page /7 Biography of an
Educator /
Born to Teach
Page /9 Black Educators Association /
Over 30-and Still
Growing Strong
Page /11 Educational Forum /
Establishing an
Africentric Learning Institute
Page /13 Brad Barton /
Order of Canada
Page /14
Community
Calander
Ahennwa© is the offical
publication of the Council on
African Canadian Education
(CACE) and is published
published 4 times a year.
Its goal is to support CACE in its
endevors and to inform and edu-
cate the public.
RPublished by:
Council on African Canadian
Education (CACE)
Editor in Chief:
Delvina E. Bernard
Editorial Committee:
Charles Sheppard
Sheila Lucus-Cole
Jacquie Farrow Lawrence
Donna Morse
Alma Johnston
Production Assistant:
Shelley Fashan
Contributing Writer:
Gillian Thorpe
Photographer & Photo Editor:
Peter D. Marsman
Layout & Design:
Design North
Circulation Coordinator:
Roslinde Saunders
RFor infromation on submissions
please contact:
Council on African Canadian
Education (CACE)
4th Floor
Trade Mart Building
2021 Brunswick Street
P.O. Box 578
Halifax, Nova Scotia
Tel 902-424-2678
Fax 902-424-7210
Email CACE@gov.ns.ca
QQQQQQ
CONteNts
On the Cover (l to r)
Delvina Bernard
Executive Director, CACE
Charles Sheppard
Chairperson, CACE
Rosalinde Saunders
Administrative Assistant, CACE
photo by Peter Marsman
2
Also, in order to ensure that various
educational organizations are on
the same page as far as our priori-
ties and strategic directions, CACE
is exploring the idea of hosting an
annual educational summit which
would bring together all key players
and decision-makers, such as the
Black Educators Association (BEA),
the African Canadian Services
Division (ASCD), the Regional
Educators Program (REP), Race
Relations, Cross-Cultural
Understanding & Human Rights
Coordinators (RCH), CACE, Student
Support Workers, Education
Committee representatives, African
Nova Scotian school board repre-
sentatives, and of course parents
and families of our learners.
I also envision CACE taking
responsibility for administering
BLAC recommendation #27 – to
set up an African Canadian
Education Foundation with a chari-
table status to support funding of
educational programs. I truly
believe charity begins at home.
CACE must also take the initiative
to host an annual educational lead-
ership training event. This seems
like a natural thing for CACE to do
because CACE needs to ensure
there are competent, qualified and
skilled people available to serve on
the Council every three years.
In the immediate future, CACE has
its hands full with efforts to estab-
lish an Africentric Learning
Institute (ALI). With an ALI in place,
we could not only provide a provin-
cial example of educational excel-
lence, but a national example as
well. This would enable us to realize
our ultimate goal: Communities and
council members working towards
equitable access to education for all
African Nova Scotian learners.
II ’’mm iinn tthhiiss ppoossiittiioonn at a
very important time. I consider
CACE to be a template for other sec-
tors of African Nova Scotian commu-
nities in terms of how to work with
government. One of the major chal-
lenges for CACE has been in learn-
ing its new role: Most people in
African Nova Scotian communities
come from grassroots organizations,
and the expectations and high level
of responsibility that accompanies
our new role has forced us to devel-
op a new vision.
The African Nova Scotian communi-
ties, through the BLAC Report, have
been the architects of CACE, and
they have made some sound choices
in terms of structure. A diverse
group of people have nurtured the
birthing process of CACE bringing
forward perspectives from a variety
of of political viewpoints and geo-
graphical locations. Fortunately,
because all the people involved with
CACE to date have demonstrated an
African centered approach to educa-
tional development, the transition
from the BLAC to CACE occured very
smothly and with great success. I
believe our new identity has been
well established while honoring the
legacy of our educational roots.
I envision CACE assuming a dynamic
role in educational leadership. I see
CACE developing an annual calandar
of activities that focuses on a num-
ber of strategic goals, including, an
annual educational awards banquet
to honour our learners province-
wide, similar to the Harry Jerome
Achievement Awards in Ontario.
Council ChairMessage from the
“The African Nova
Scotian communities,
through the BLAC Report,
have been the architects
of CACE, and they have
made some sound choices
in terms of structure.”
Pet
er D
. M
arsm
an
Pet
er D
. M
arsm
an
3
developing a new image. We were no
longer the BLAC, nor were we a grass
roots intervention group. And unlike
the BLAC, CACE’s mandate did not
involve being a research task force or
doing hands-on community develop-
ment. Rather, our mandate includes
policy analysis, monitoring, institu-
tional development, negotiating with
government, advocating the educa-
tional agenda of the African Nova
Scotian community and political work.
Therefore, a transition period between
the BLAC and CACE was necessary.
Initially it was difficult for everybody
in the education community to make
the distinction between CACE and the
former BLAC or CACE and the African
Canadian Services Division. However,
as CACE has begun to assume its role,
the education community is learning
how each entity is unique in the way it
fits into the educational infrastruc-
ture.
Some of the initiatives we have been a
part of are: Support of Dalhousie Law
School’s Indigenous Black and
Mi’Kmaq (IBM) program (by publicly
responding to government attempts to
misrepresent the success of the pro-
gram); Lobbying for legislation to
appoint African Nova Scotians to Nova
Scotia’s school boards and establish-
ing a comprehensive framework and
proposal to lay the ground-
work for an Africentric
Learning Institute.
As CACE goes forward into
the new millennium, I look
forward to working on
many other important issues such as
support to School Support Workers;
policy support to Race Relations,
Cross-Cultural Understanding and
Human Rights services and support
towards revitalizing Education
Committees across the province.
AAss tthhee EExxeeccuuttiivvee
DDiirreeccttoorr of an organization with a
multi-faceted mandate, there are many
aspects of my job that I find both
challenging and rewarding. On a per-
sonal note, my history has involved
working in African Canadian develop-
ment from a variety of perspectives,
which has allowed me to integrate a
number of interest areas and skill sets.
I enjoy developing systems that make
things work. I have taken graduate
studies in education and I learned
some of my management skills
through my commerce degree, and I
believe I’ve brought these skills to
bear in my current position.
Just as important as my paid work
experience is the work I’ve done at a
volunteer level, with organizations like
the African Canadian Education
Project (ACEP) and other community
groups. But my strongest skill is as an
artist, which has fostered my creative
capacity and forced me to “think out-
side the box” – a virtual necessity in
any organization. In short, I have
experience in the private sector,
inter-governmental agencies, and at
the community-level in non-govern-
ment organizations (NGOs) which
have all given me a breadth of view-
points and a sound base for my work
at CACE.
Let me tell you about what I do. I am
responsible for carrying out the
strategic goals and directions set by
the CACE Board. My job involves
designing, implementing and moni-
toring management systems which
support the execution of strategic
goals, programs and services of
CACE. Managing these systems on a
day-to-day basis entails four main
things:
1) Fostering the development of
Africentric Educational philoso
phies (e.g. Africentric Learning
Institute)
2) Monitoring the implementation of
the 46 Recommendations of the
BLAC Report
3) Policy review and analysis (eg.
school board representation)
4) Advocacy and support for African
Nova Scotian learners
My work was very much behind the
scenes during the first 18 months of
my appointment because it was nec-
essary to focus on a number of pre-
operational tasks. To ensure this
brand new entity ran smoothly and
efficiently, one of the ways we did this
was to organize Strategic Planning
Retreats.
It was necessary to have everybody in
synch with one another because we
were building a new organization and
Executive DirectorMessage from the
Pet
er D
. M
arsm
an
Delvina E. Bernard
Executive Director, CACE
4
6Speak It!
CCaappee BBrreettoonn
Sydney’s Sarah Hayward
agrees that African Nova
Scotian representation sounds
like a good idea, but issues a
resounding caveat. “If they
don’t do anything then it’s
just a token thing. They have
to be aware of their responsi-
bilities.”
AAnnnnaappoolliiss VVaalllleeyy
Valley-based Teresa Buckland,
echoes Hayward’s fears. “How
much input will they have? I
would like to think that repre-
sentation will do some good,
but how effective it is will
depend.”
SSoouutthhwweesstt NNoovvaa
Ada Fells of Digby, feels that rep-
resentation would positively
impact African Nova Scotian
learners. “Right now it’s like it
was back in the 40s when we
had no say,” she observes. “When
I was a school board rep, there
were two African people on the
board and it made a difference.”
HHaallii ffaaxx
While Allister Johnson of North
Preston suggests the school
board set aside seats for African
Nova Scotian and First Nations
representatives. “Putting some-
one from a specific culture into
the think tank, that person sees
things differently. It brings more
perspectives into the mix.”
Have your say on education issues by voicing your opinion in
the CACE Speak It! column. The topic for our first issue is
African Nova Scotian representation on school boards.
CACE recently recommended legislative changes to allow
for one African Nova Scotian representative on each of
Nova Scotia’s English school boards. Four individuals from
across the province voiced their personal opinions on this
issue.
To submit your opinion to Speak It!please contact:
Council on African Canadian Education (CACE)4th Floor
Trade Mart Building2021 Brunswick Street
P.O. Box 578Halifax, Nova Scotia
TTeell 990022--442244--22667788 FFaaxx 990022--442244--77221100 EEmmaaii ll CCAACCEE@@ggoovv..nnss..ccaa
OOuurr nneexxtt ssuubbjjeecctt iiss::
DDoo yyoouu tthhiinnkk ppuubblliicc sscchhoooollss sshhoouulldd rreeqquuiirree ssttuuddeennttss
ttoo wweeaarr uunniiffoorrmmss?? WWhhyy oorr wwhhyy nnoott??
Congratulations to the
Council on African Canadian
Education on launching a newslet-
ter to examine issues in education.
As with most Nova Scotians, I am
concerned about our children and
youth because they represent the
future of Nova Scotia. The Nova
Scotia Government is committed to
providing high quality education
and training for all Nova Scotians,
in a positive learning environment.
The Government is equally commit-
ted to addressing the inequities in
education by implementing the rec-
ommendations of the Black
Learners Advisory Committee
Report on Education. In the near
future the Department will report
on the progress made to date on the
implementation of those recommen-
dations. As continued evidence of
this commitment, we will see new
African Canadian seats during
school board elections this fall.
I look forward to the continued
cooperation of the Council on
African Canadian Education, the
Black Educators Association and
other community groups and par-
ents working to ensure that African
Canadian students benefit equally
from our education system.
Jane Purves
Minister of Education
Message from The Honorable
Minister of Education
Jane Purves
5
In June, the Government of Nova Scotia amended the Education Act
to provide AAffrriiccaann//BBllaacckk NNoovvaa SSccoottiiaannss a seat on School Boards.
This allows African Nova Scotians direct representation and ensures that
their concerns will be voiced at the School Board level.
NNoommiinnaattiioonnss ffoorr ccaannddiiddaatteess for School Board members, Municipal
Counsellors, and Mayor or Warden took place on September 18, 2000.
OOnn OOccttoobbeerr 2211,, 22000000, during the Municipal Elections, African/Black
Nova Scotians and parents of African Nova Scotian/black children will have
the opportunity to elect an African Nova Scotian member to the School
Board.
SSuuppppoorrtt oouurr cchhiillddrreenn.. SShhooww yyoouurr ssuuppppoorrtt ffoorr
oouurr sscchhooooll ssyysstteemm..
OOnn OOccttoobbeerr 2211,, 22000000 vvoottee ffoorr yyoouurr
SScchhooooll BBooaarrdd MMeemmbbeerr..
FFoorr FFuurrtthheerr IInnffoorrmmaattiioonn,, CCoonnttaacctt::
CCoouunnccii ll oonn AAffrr iiccaann CCaannaaddiiaann EEdduuccaattiioonn:: ((990022)) 442244--22667788
BBllaacckk EEdduuccaattoorrss AAssssoocciiaattiioonn ((BBEEAA)):: ((990022)) 442244--77003366
BBEEAA ((TTooll ll FFrreeee)) 11((880000)) 556655--33339988
AAffrr iiccaann CCaannaaddiiaann SSeerrvviicceess DDiivviiss iioonn:: ((990022)) 442244--22558866
IMPORTANT ANNOUNCEMENT
AAffrr iiccaann NNoovvaa SSccoottiiaann
RReepprreesseennttaattiioonn oonn SScchhooooll BBooaarrddss
SScchhooooll BBooaarrdd EElleecctt iioonnss
✓ ✓
6
Rcommerce degree
program at Saint
Mary’s University.
Since then she has
also completed an
office automation
course at the Control
Data Institute, she took
a double major in micro-
computers and office adminis-
tration at CompuCo
llege and she’s taken a number of
home study courses, including one
in accounting. All towards a good
end (or good beginning) as her
skills enabled her to win her cur-
rent position at CACE where she’s
been increasingly inspired to pur-
sue her goal of becoming a teacher.
“I definitely want to look into better
education for African learners,” she
reveals. “There’s a need for more
Africentric-based schools, like
Nelson Whynder [Elementary] in
Preston, where self-pride is encour-
aged, because other schools won’t
give it to [African learners].”
However, she continues, black
teachers who lack cultural educa-
tion can be just as harmful as
insensitive white teachers.
Lacking passion isn’t a problem for
Saunders. Although she says her
plans may change, she’d ultimately
like to teach at the elementary
school-level because she loves kids
and has a big heart. She’s convinced
that other people in similar life cir-
cumstances wanting to continue
their education will “find a way to
do it if they want it badly enough.”
It’s been a struggle, but success
always entails sacrifice. Saunders
says it’s a combination of things
that have kept her going: Her
daughter, for one (“she’s very
encouraging”), but also “hard work,
perseverance and spiritual guid-
ance,” she continues. “My relation-
ship with the Lord gives me
strength to help keep me going.”
“But I’m finishing something I start-
ed and setting an example for my
daughter.” Saunders is working part-
time on her Bachelor of Arts degree,
with a double minor in English and
History, at Mount Saint Vincent
University in Halifax. Eventually she
hopes to pursue a degree in
Education.
Juggling such a full schedule is no
small feat for 33-year-old Saunders,
but she’s grateful for a built-in sup-
port network. Shylanda’s father helps
out a lot, she says, and both sets of
grand-parents also contribute to her
upbringing. “I don’t know what I’d
do without them along with other
family members and friends. I am
very fortunate and Blessed,” she says.
Becoming a teacher has always been
Saunders’ dream, but before she
graduated from High School in 1984,
a guidance counsellor discouraged
her from pursuing this course. “He
said there were no jobs for black
teachers and that I should go into
business.” She admits she was easily
dissuaded back in the day (times
have changed) so pursuing com-
merce was exactly what she did.
Saunders partially completed the
BacktoSchool
Pet
er D
. M
arsm
an
Biography of a StudentPPPPPPPP
“After 10 years it’s a challenge being back
in university,” admits full-time mother to
nine-year-old Shylanda and CACE adminis-
trative assistant, Rosalinde Saunders.
7
>Over 20 years ago, Dorrington embarked on gaining
the necessary credentials for her academic career.
She graduated from Dalhousie University in 1977
with a B.A. in Sociology. Shortly after she gained her
B.Ed., with a concentration in social studies and
reading, from Saint Mary’s University. After an eight
year respite, she completed her M.Ed. at Mount Saint
Vincent University. Although the workload could be
intense, she says she misses being immersed in an
academic environment with other adults where she
continually challenged her colleagues and professors
to be more inclusive of a culturally diverse perspec-
tive in their curriculum. “Educating the larger com-
munity is essential,” she points out. But she learned
from them as well. “I met a lot of diverse people with
different perspectives and backgrounds,” she says.
Dorrington grew up in a predominantly black com-
munity in New Glasgow with two brothers and three
sisters. “I tend to look back on it with rose-coloured
glasses,” she admits. “I was very secure and there was
a real sense of community.” Although her parents
never graduated from high school, they realized the
value of education. “They monitored us and stayed
involved in our education,” she explains. “It was
never a question of ‘if you go to university,’ it was
‘you will go to university, it’s just a question of which
one.’” Being poor and black was a valuable life lesson
in itself for Dorrington and the healthy competition
between she and her siblings provided another impe-
tus for her to excel academically. Each of her broth-
ers and sisters is successful, she continues, their
careers include business, law and information tech-
nology. “Even though some of my siblings are
younger I see how committed they are. Whenever I
have self-doubts, I see how they persevere. We owe a
lot to our parents,” she continues. “I’d give them my
last breath.”
Jocelyn Dorrington was born to teach. “I’ve found my niche,” she enthuses. “I
love doing what I do.” Although she wanted to become a social worker initially,
her role as an educator suits this self-professed “people person” equally as well.
Biography of an Educator
“We talked about what it was like being
the only black teacher and hardcore issues
such as racism and gender.”
BorntoTeach
P
Pet
er D
. M
arsm
an
8
In the Ashanti state of old,
villages were grouped into
territorial divisions. The chief
of the largest village in each
territory also ruled as the
chief of the division. Every
chief had his own ceremonial
stool, made for him when he
came to power and often
covered with silver. After the
chief ’s death, his stool would
be blackened with soot and
placed in the community’s
stool room along with those
of all the chiefs who had pre-
ceded him. There it would
remain forever as a memorial
to the dead leader.
Ruling over the divisional
chiefs was the king of the
Ashanti, who resided in the
national capital, Kumasi.
Each new king was installed
on the magnificent Golden
Stool, and vowed to safe-
guard and preserve it
throughout his reign.
across Canada including Vancouver,
Winnipeg, Toronto and Montréal.
Dorrington became the President of
NCBEC in October 1998, during the
bi-annual national conference of the
association held in Montréal – tak-
ing over the reigns from her mentor
and former NCBEC President, Brad
Barton.
As important as conversing with
other adults in an academic arena is
to Dorrington, her passion for con-
necting with youth is undeniable.
While at New Glasgow High School
she taught Physical Geography,
Sociology and Economics. She says
teaching young people was a reward-
ing experience for her because they
challenged much of what she said.
“This enabled me to stay engaged in
learning and seeking information,”
she admits. But perhaps one of the
toughest challenges that she faced as
a teacher was trying to convince her
students of the “delayed gratifica-
tion” of learning; that, ultimately,
education does pay off. “Several stu-
dents have come back to me,” she
recalls. “and they say, ‘You were right.
As a parent now, I understand what
you were saying.’” Such praise makes
Dorrington realize her struggles were
worthwhile, but it doesn’t go to her
head. “I feel humbled,” she says. “I
wasn’t expecting thanks.”
As an educator and as an African
Nova Scotian, Dorrington is acutely
aware of the special challenges that
face African Nova Scotian learners.
“First and foremost we have to
respect and accept them at their own
level, regardless of their economic,
social or political background,” she
advises. “They have to seek their own
direction, we can’t lay the path for
them. They’re bright, they’ll find the
answers. We have to expose our chil-
dren to what’s possible,” she contin-
ues, “and encourage them to give
back to the community.”
The church was also an important
part of Dorrington’s call to pedagogy.
A Christian organization called the
mission band, which provided a
social venue for the youth, also
taught young people good values,
morals and teamwork, with an
emphasis on education. The people
in the church community helped
shape who she is and what she does,
she adds. What’s more, the women in
her community choir taught her to
“always struggle for academic excel-
lence.”
Without these positive influences
Dorrington may never have realized
her true potential. She might not
have become an educator.
Consequently, her positions as a
Race Relations Coordinator for the
Chignecto Central Regional School
Board, Executive Director for the
Black Educators Association, BEA,
and her current position as Assistant
Director of the African Canadian
Services Division, might not have
become reality. “It was valuable and
insightful,” she says of her experi-
ence at the BEA. “It gave me an
opportunity to gain a provincial per-
spective.” As her horizons broadened
she developed useful skills like medi-
ation and teamwork, and, perhaps
most importantly, she connected
with other black teachers who
shared similar experiences. “We
talked about what it was like being
the only black teacher and hardcore
issues such as racism and gender.”
She also discovered a good friend
and mentor in past BEA president
Brad Barton, who was the first
African Nova Scotian high school
principal in this province. It was the
encouragement of Brad Barton and
her broad base of skills and perspec-
tives which won Dorrington the post
of President of the National Council
of Black Educators of Canada
(NCBEC). NCBEC is a national ver-
sion of the BEA. It has chapters
PPPPPPPPPPPPP
A chief’s stool from Zaire, with
a round seat and base like the
Golden Stool of the Asanti.
QQQQQQ
In September of last year the Black
Educators Association celebrated its
diamond anniversary. The event was
well-attended and the mood was fes-
tive. Those in attendance included
members of the Black Business
Initiative, the Council on African
Canadian Education, the Royal
Canadian Mounted Police and, of
course, the BEA. As the message
from BEA President Lorna Crawley-
Mulolani pointed out, the presence
of attendees “[Is] a testament to
your interest in some aspect of edu-
cation for and by black learners in
Nova Scotia. We are all educators,”
her message reminded us, “whether
on our jobs, in our homes or in our
communities.”
Sunday Miller, Executive Director of
the BEA, characterizes the history of
the organization as “rich and deter-
mined.” Indeed, since educator Gus
Wedderburn and others established
the BEA in 1969, this grassroots
community organization has com-
mitted itself to improving education
for all African Nova Scotians.
According to Miller, part of the
BEA’s mission statement “is to
ensure that African Nova Scotians
within the education system are
able to achieve their maximum
potential.” This is brought about in
a number of ways, she continues.
“We monitor the development of
an equitable education system; we
seek and encourage cooperative
ventures with other organizations
like Community Services, the
Department of Education, HRDC,
and community colleges.” Such
partnerships are forged to impact
positively on the educational fulfil-
ment of African Nova Scotians.
In 1971, the Negro Education
Committee, inspired by the civil
rights movement south of the bor-
der, changed its name to the Black
Educators Association. It also
adopted a plan of attack in order
to eliminate three entrenched
problems: “High drop-out rates;
racist, discriminatory textbooks;
and the under-representation of
blacks on the teaching force.”
Undeniably, the BEA has made its
mark on these three fronts, but it
goes without saying that these
struggles continue to this day.
“The BEA has done a number of
different things,” Miller informs
me. “We have tutoring programs
for youth and academic programs
for adult learners. We’ve also pro-
duced two volumes of Beneath the
Clouds of the Promised Land,
which is a text used in African
44444444
44444444
4444
BlackEducator’sAssociationOver 30-and still growing strong!
9
Last year the BlackEducators Associationcelebrated its diamond
annivesary.BBllaacckk EEdduuccaattoorrss AAssssoocciiaattiioonn ooffff iiccee
llooccaatteedd aatt 22334455 GGootttteennggiinn SSttrreeeett,, HHaall ii ffaaxx
10
Canadian studies at the high school-
level.” Additionally, former BEA
President, Sheila Lucas-Cole, and
former BEA Executive Director,
Robert Upshaw, were involved in cre-
ating a framework for the Black
Learners Advisory Committee
(BLAC), from which the Council on
African Canadian Education (CACE)
and the African Canadian Services
Division (ACSD) were later formed.
The proud accomplishments of the
BEA’s past 31 years are too numerous
to mention. However one thing
remains clear. “ The struggle for edu-
cational equity will never be over
until every black child is able to
maximize his or her true potential in
Nova Scotia’s schools. That remains
the vision of this proud provincial
association.”
Without this vision, last years cele-
bration would not have taken place.
“The purpose of the diamond
anniversary was to celebrate 30 years
of BEA achievement, to feel good
about that,” says Miller. “And to
honour retirees and those who
have been of benefit and assis-
tance to African Nova Scotian
learners.”
There may be a shortage of black
educators, but there is no deficit
of commitment on behalf of those
who have dedicated their lives to
teaching. Honorees included past
BEA President Brad Barton,
whose educational career spans
32 years, Joan Borden, Garnet
Cross, Gloria Fairfax and Gerald
Tynes. Many more were honoured
and each was deserving of recog-
nition. Also, Chicago-born
keynote speaker and veteran edu-
cator, Dr. Barbara Sizemore, deliv-
ered a powerful speech which one
attendee described as “spirited
and inspiring.”
Overall last years diamond
anniversary was a success. Miller
agrees, but not without circum-
spection. “I listened to the cre-
dentials of the retirees and I
found it very surprising that so
many never were more than
teachers.” Many had toiled in the
education system for over 20
years, she adds, and many hold
masters degrees, but never pro-
gressed beyond teachers. “We’ve
done a lot, but we still haven’t
made the education system an
equal opportunity employer.” A
sad reminder to an otherwise
accomplished organization.
“The BEA has done a
number of different
things,” Miller informs
me. “We have tutoring
programs for youth and
academic programs for
adult learners. We’ve
also produced two vol-
umes of Beneath the
Clouds of the Promised
Land, which is a text
used in African
Canadian studies at the
high school- level.”
This stool, like many others
from Central and West Africa,
was actually a throne. Most
Africans, young and old
squatted on the ground or on
mats in their dwelling. But
the tribe’s chief sat on a
stool. It represented his
power and athority, and each
of its features had a symbolic
meaning.
Wood chief’s stool from
Cameroon in West africa. The
rows of faces at the bottom rep-
resent the skulls of slain ene-
mies, while the lepoards carved
on the arms are symbols of
royal power. The cheif rides the
lepoard on the left
QQQQQQ
BThe little star
always shines
while the great sun
is often eclipsed.
- African proverb- African proverb
6The sight of
books removes
sorrow from the
heart.
TEducational ForumPPPPWWhhaatt iiss aann AAffrriicceennttrriicc
LLeeaarrnniinngg IInnssttiittuuttee??
The philosophy of the Africentric Learning
Institute being proposed by CACE will
entail several features:
The Africentric Learning Institute proposes
to be a first class facility with staff and
resources engaged in: research, curriculum
development, teacher education, communi-
ty development, policy analysis and publish-
ing. It will be dedicated to excellence in
educational research and practice. Most
importantly, the Africentric Learning
Institute will assist African Nova Scotians to
forge a positive identity, and to value their
unique and distinct culture and history.
WWhhyy aann AAffrriicceennttrriicc
LLeeaarrnniinngg IInnssttiittuuttee??
CACE’s inception was an indirect conse-
quence of political action surrounding edu-
cational issues in the African Nova Scotian
community. One of the main events which
spawned the establishment of its predeces-
sor (BLAC) were the existing racial tensions
between Black and White students at Cole
Harbour High School which erupted in
1989. This event sparked widespread dis-
cussion and debate on the issue of educa-
tional inequity in the African Nova Scotian
community. Consequently, the BLAC
Report of Education promoted the estab-
lishment of an Africentric Learning
Institute (ALI) to assist in curriculum devel-
opment, research as one possible solution
toward redressing educational inequality
and empowering African Nova Scotian
learners.
11
–Part of the Vision
of CACE
Dr. Patrick Kakembo
Dr. Wanda Thomas-Bernard
Establishing an
Africentric Learning Institute
12
PPPPPPPPPPPP
WWhhaatt iiss AAffrriicceennttrriicciittyy AAnnyywwaayy??
To answer this question we asked several educators to participate in our Educational Forum. Although
the collective responses varied, the core theme was unified.
Ken Fells of Nelson Whynder Elementary says Africentricity
is a 24-7 mind set. “It introduces the intricacies of Africa
and African heritage into daily life,” he explains. “Although
it’s African-centred education, it brings aspects of other edu-
cation systems into it: Greek, Chinese, Roman.”
“It’s a pretty solid foundation,” he continues, “and it works.”
Africentricity has a basis as solid as the great pyramids of
Egypt. Dr. Patrick Kakembo of the African Canadian Services
Division (ACSD), points to these intellectual wonders of the
world as representative of African engineering excellence.
Africentricity, he adds, is the intent to restore confidence in
our intellectual capabilities. “Look at what has been accom-
plished even during slavery and colonialism,” he asserts.
“The message is simple: We are as capable as anybody.”
Dr. Wanda Thomas-Bernard of the Maritime School of Social
Work, emphasizes the applicability of Africentricity to all
Africans in the Diaspora. “Africentricity is rooted in a philos-
ophy of shared common experiences and interconnectedness
amongst people of African descent,” she says. “[It’s] about
centering people of African descent as active agents and
subjects of their own experience, rather than objects of
those experiences.”
While Dr. Harvey Millar of The African Canadian Education
Project ( ACEP) and professor at Saint Mary’s University,
observes that Africentricity promotes acceptance of African-
centred knowledge among African peoples. “Further,” he
continues, “Africentric education has a transformative quali-
ty that reconstructs the uniqueness of African ingenuity and
deconstructs the hegemonic hold of alien knowledge over
our lives.”
“Africentric education has a transformative quality that reconstructs the
uniqueness of African ingenuity and deconstructs the hegemonic hold of
alien knowledge over our lives.”
Ken Fells
Dr. Harvey Millar
Pet
er D
. M
arsm
an
13
CCAACCEE wwiisshheess ttoo eexxtteenndd wwaarrmmeesstt ccoonnggrraattuullaattiioonnss to Brad Barton,
former chairperson of CACE, on his appointment to the Order of Canada.
The Order of Canada award pays tribute to Canadians who exemplify the
highest qualities of citizenship and whose contributions enrich the lives of
their contemporaries. The Latin motto of this fraternity of merit-desiderantes
meliorem patriam- proclaims the aspirations of its members who in their
lives and work, have shown that “they desire a better country”.
Brad Barton is a former school teacher, principal, school superintendent and
Race Relations Cross Cultural Understanding and Human Rights Co-ordina-
tor (RCH) with the Halifax Regional School Board.
Originally from Digby Nova Scotia, since retiring in June 1997, Mr. Barton
has operated his own consulting firm Barjun Consulting.
What is The Order of Canada?
Comprising orders, decorations, medals, armorial bearings and other
heraldic devices, the Canadian Honours System was established on July 1,
1967 with the creation of the Order of Canada. The Order of Canada is the
keystone of our system of honours. It pays tribute to Canadians who exempli-
fy the highest qualities of citizenship and whose contributions enrich the
lives of their contemporaries. The latin motto of this fraternity of merit-
desiderantes meliorem patriam- proclaims the aspirations of its members
who, in their lives and work, have shown that “they desire a better country”.
The three levels of membership are designed to embrace a spectrum of
achievement and service. Appointments to the Companion level (C.C.) are
made to recognize national service or achievement; the Officer level (O.C.)
recognizes national service or achievement; and the Member level (C.M.)
recognises outstanding contributions at the local or regional level or in a
special field of activity. Other than the right to use post-nominal letters and
to wear the insignia of the Order on appropriate occasions, membership in
the Order brings no special privileges and no monetary reward.
Anyone may submit a nomination to the Order of Canada of any worthy indi-
vidual. The Governor General presides over the affairs of the Order of
Canada. An Advisory Council, chaired by the Chief Justice of Canada, assess-
es the merits of persons who are nominated and recommends to the
Chancellor the names of those considered to be the most worthy of appoint-
ment. Appointments are made, on behalf of the Sovereign, by an Instrument
signed by the Governor General.
The number of new members each year is limited to 15 Companions, 64
Officers and 136 Members, and the maximum number of living Companions
is 165. There are no posthumous appointments. The insignia are presented
by the Governor General at investiture ceremonies which are held at her
official residence.
ORDER OF CANADA
Brad Barton, C.M.
T
14
The 10th Anniversary
Global Summit of Women
2000
Johannesburg, South Africa
October 5-7, 2000
sponsored by DaimlerChrysler
Corporation Fund
• Join women business, professional,
and entrepreneurial leaders from
around the world.
• Meet influential African women
ministers.
• Share strategies to promote
women’s economic empowerment.
• Grow your business across borders.
• Use E-commerce and technology to
increase profitability.
• Discover innovative ways of
financing.
• Attend a session at the
Johannesburg Stock Exchange and
receptions at the Presidential Guest
House and one given by U.S.
Ambassador Del Lewis.
For more inforomation:
http://www.globewomen.com/Global_
Summit/global_summit.html
The African Nova Scotian
Music Association
Presents
The 3rd Annual Music
Awards Show
November 11th 2000,
6:30 to 10:00 PM
Alderney Landing Theatre, Dartmouth
Waterfront
The evening pays tribute to the
African Nova Scotian artists.
Come honour and celebrate the
African Nova Scotian musical experi-
ence!
Ticket prices and availability, to be
announced.
Contact: Ed Matwawana 434-4451
e-mail: matwaking@hotmail.com OR
ansma@hotmail.com
Remembering Black
Loyalists,
Remembering Black
Communities
Exhibition Schedule
September 12 – December 20
Shelburne County Museum
Contact the Museum at 875-3219 for
hours
January – March 2001
Antigonish County Museum
Contact the Musem at
863-6160 for hours
“Four the Moment” - -
Returning to the Source -
Sacred Songs Sacred Soils -
This long awaited Nova Scotian tour
celebrates, honours, and bears witness
to the African Nova Scotian experience
past present and future.
The women of Four the Moment are
torch bearers. Their music weaves sto-
ries from the past and present to
reveal the history of a people whose
lives and struggles have much to teach
future generations of Canadians.
Tour Dates and Destinations
OOcctt.. 2266,, 22000000 88pp..mm..
The Boardmore Playhouse
U.C.C.B. Campus – Sydney
OOcctt.. 2277,, 22000000 88pp..mm..
The Trinity St. Stephen’s Church
1 Ratchford St. – Amherst
OOcctt.. 2288,, 22000000 88pp..mm..
Christ’s Church
128 Hammond St. – Shelburne
OOcctt.. 2299,, 22000000 88pp..mm..
The Rebecca Cohn Auditorium
Dalhousie Art Center – Halifax
For more information contact:
Brown Sugar Productions,
Shelley Fashan (902) 461-4064
CCOOMMMMUUNNIITTYYCCAALLEENNDDAARR
L
Wealth if you use
it comes to an end,
learning if you
use it increases..
- African proverb
Pet
er D
. M
arsm
an
What is CACE?
The Council on African Canadian Education (CACE)
is the updated, elevated version of the Black
Learners Advisory Committee (BLAC). Formed in
1990, the BLAC was the response to the ongoing strug-
gles of African Nova Scotians to eliminate racism and
receive equity in education.
In order to fulfill its mandate, the BLAC released a com-
prehensive study in December 1994. Encompassing 46
recommendations and three volumes, the report was
entitled BLAC Report on Education-Redressing
Inequality, Empowering Black Learners. One of the pri-
mary recommendations stated that the BLAC have its sta-
tus upgraded to a Council on African Canadian
Education. In January 1996, the Nova Scotia Legislature
formalized this recommendation and CACE came into
being.
The mandate of CACE in respect to the Black Learner
Advisory Committee final report is to provide advice and
guidance to the Minister of Education with respect to
programs and services for African Nova Scotian Learners.
CACE performs a variety of roles including: monitoring
the implementation of the recommendation of the BLAC
Report on Education; reviewing and analyzing policies,
programs and services of the Department of Education as
they relate to African Nova Scotian learners; advocating
and soliciting the views of African Nova Scotian learners
and ensuring the presentation of these views to govern-
ment; and fostering the development of Africentric edu-
cational values.
top related