Editor of Research for the African Academy, Daniella Maison BA (Hons) MA

Friday 31 July 2009

The Negro Speaks of Rivers, Langston Hughes

I've known rivers:
I've known rivers ancient as the world and older than the
flow of human blood in human veins

My soul has grown deep like the rivers.

I bathed in the Euphrates when dawns were young,
I built my hut near the Congo and it lulled me to sleep.
I looked upon the Nile and raised the pyramids above it.
I heard the singing of the Mississippi when Abe Lincoln
went down to New Orleans, and I've seen its muddy
bosom turn all golden in the sunset.

I've known rivers:
Ancient, dusky rivers.

My soul has grown deep like the rivers.

Tuesday 12 May 2009

This I Choose, by Vusamazulu Credo Mutwa (1964)

O give me not the strident, Demon wail
Of penny whistle and tea-chest guitar;
Nor give me tales of those who rode the trail
Deep in the West of far America!

Oh, not for me the songs and nonsense tales
That thrill the modern rabble rout
Who, leaving far behind their tribal values
With traitor zest, ape ‘culture’ from without!

Rather than the modern crooner’s foreign voice,
Or the loud howls of modern township jive,
I shall leave far behind that mad’ning noise
And hurry home where Tribal Elders live.

There ‘neath baobabs or flat-topped munga trees
Where nestling birds with many tongues argue,
And flaming aloes bless the smiling breeze
With heady scent; and where the distant view
Of scowling mountains ‘gainst the silver sky
With dread and reverence fill the misted eye!

Where, on the gentle slopes of ancient hills there browse
The bearded goats, the sheep, the shambling cows;
And loud above his lowing wives the bull
With awful bellow, dares the distant foe!

There I shall sit before Ubabamkulu
Who shall relate to me the Tales of Yore.
There I shall kneel before the old Gegulu
And hear legends of Those-that-lived-Before.

There I shall live in spirit once again
In those great days now gone forever more;
And see again upon the timeless plain
The massed impi of so long ago.

The words of men long dead shall reach my soul
From the dark depths of all-consuming Time
Which like a muti, shall inflame my whole—
And guide my life’s canoe to shores sublime.

Clear with the soul’s time penetrating eye
I shall see great empires rise, flourish and die.
I shall see deeds of courage or of shame
Now forever carved on the Drum of Fame.

With Shaka’s legions I shall march again—
A puppet knowing neither joy nor fear;
Which trained to kill, heeds neither wounds nor pain,
And knows no other love save for its spear.

I shall feel once again the searing heat
Of love in hearts that have long ceased to pulse
And with Mukanda shall captain the fleet
Of war canoes; and storm Zima-Mbje’s walls.

Here is these stories still told by the old,
I feel the soul and heartbeat of my race
Which, I cannot in tales by strangers told—
For these, within my heart I have no place!

The tree grows well and strong, Oh children mine
That hath its roots deep in the native earth;
So honour always thy ancestral line
And traditions of thy land of birth!

With thanks to Patricia Lamour

Monday 27 April 2009

A beacon of hope, a pioneer of change, a step towards Our Future: Part 2


A fortnight ago we began a hugely insightful feature with Brother Louis March, one of the unsung heroes behind Canada's first Afrocentric school. The response to the first part (scroll down if you missed out) has been highly positive and I'm pleased to now present the second half of our exclusive feature with Louis.

What are the main curriculum focuses of an Afro Centric school?


The curriculum must be robust and rigorous, in the pursuit of excellence in all subject material. The curriculum must also be assessed on a regular basis, to ensure that it meets the Toronto District School Board’s standards for success. A comprehensive learning of history that puts equal and unbiased attention on the historical record. Why do schools proclaim Christopher Columbus as a great explorer and then present Timbuktu as an uncivilized village? The curriculum must commit to the empowerment of our children, so that they can learn and action the necessary strategies to succeed in their life pursuits


How relevant do you feel focuses like Nguza Saba etc are in the modern age?

The Nguza Saba awakens the African life principles that focus on healthy family and community values. It provides an African centred foundation necessary to re-build our community and utilizes the same family and community principles that have been the backbone of African people throughout history. We struggle as a people, when we try to adopt or fit into the European or Western value systems…this was never a part of our history and the Nguza Saba brings us back to our African roots.

What are the environmental focuses and benefits of a black focused school?

Africentric schooling will teach our children about respect and appreciation for the environment
The environment and nature have always been our partners in life, this has been central to our history and our DNA, as a people. The village Chief ensured that everyone ate and that nobody was hungry. Greed and profit was never a part of the equation….we need to get back to this space again.


How does an afro-centric environment cater for the varying ethnicities of black children?


The African diaspora has spread throughout the world….people from East and West Africa….North and South Africa, along with Central Africa…have been travelling for years. As Africans, we have seen and experienced life in every shape or for, and this is our strength and should never be used as a vehicle to divide and conquer, as has been used by others. A true Africentric environment will recognize this fact and will not try to fit everyone into the same picture. We are different in so many ways, shades and sizes, our languages, cultures and traditions, can be so different but we must learn to use this as a strength instead of a weakness. An Africentric environment, where we recognize and respect these differences provides us with this opportunity.


How do you respond to claims that these children will be unable to integrate into the wider community?

I have worked with the African Canadian Heritage Association for 15 years. We have been teaching our children African and Caribbean history for 40 years on a volunteer basis and without government funding. The children that come through the program do not have any difficulty integrating into the wider community….this is a fact. I see the students now holding senior and executive positions in major corporations, I see them running for political office, I see them in the media, in the education system as Principals and teachers, I see them in all areas of the wider community and being successful. The ACHA program is successful because the parents and community are involved in the development of the curriculum. They will not participate in any program that puts their children at risk in the wider community To suggest that the children will not be able to integrate into the wider community after participating in an Africentric school, would mean that the program was set up to fail the students….that has never been the intention of the Africentric schooling initiative. That is why every effort must be made to ensure that the right people, right curriculum and sufficient funding is part of the working equation for success.

What is your long-term vision for the school?


It is all about giving our children, who are failing at an alarming rate in the current school system, a fighting chance to succeed in life. This does have to be in competition with the regular school system and it can complement what systems are currently in place. This alternative schooling, should be made available to all students who are being marginalized in the current schooling system, which means that we need more than one Africentric School in Toronto. Engaging parents and community in the education of our children must not become a novel concept, it should become the norm, especially for students from our community. Every student deserves an honest opportunity to maximize their potential. It means that we might have to develop new educational systems, that recognize that some students require a different learning environment in order to maximize their potential. The current education system benefits some students but many are falling between the cracks and they happen to be in our community. We cannot stand by anymore and hope for the best. Africentric schooling, if set up properly, can be a viable option for our children and as parents and a concerned community, we must ensure its success.

The African Academy would like to thank Louis March for his solidarity, spirit and insight. We would also like to pay tribute to his invaluable comrades at Acha, the wider community, and the children for providing us optimism and vision. We are inspired. And we wish you continued success.

Friday 24 April 2009

RACISM SIGNIFICANT ISSUE IN OUR SCHOOLS SAY TEACHERS



'The numbers at the core of such futile debates are spat at us every year, and yet the solutions remain few and far between. How many times must we be reminded that black Caribbean and dual heritage children are excluded from schools at rates three times greater than that for white children? How many headlines screaming that there are twice as many black men in prison in the UK than in universities must be printed and coolly pondered upon on low listenership radio slots? The conversations seemingly persist and yet the gap between black Caribbean achievement and the national average at GCSE has narrowed by eight percentage points in four years. Below is a shocking survey conducted by Teachers TV that confirms racism is alive and well in UK schools.' Lee Jasper

Over half of the education workforce (55.1%) are aware of racist bullying in their school, with over 1 in 10 (12.7%) being aware of racism against teachers, according to a new poll of Teachers TV registered users.The poll, held to coincide with anti-racism week on Teachers TV (the digital channel for those working in education), found that almost two thirds of the educationworkforce (63.8%) agree that racism is an issue in schools. Half (56.3%) felt that racism is becoming increasingly linked to religious intolerance. Despite this, two thirds (68.3%) of those questioned said their school does not have a strategy or programme to help combat racist bullying.

More training and understanding


A third of teachers (34.7%) felt that more professional development would help them respond to an incidence of racism, while a further third (33.5%) felt that understanding how other schools deal with racism would help. Commenting on the results, Andrew Bethell, Chief Executive
of Teachers TV
, said:

The education workforce recognise racism as significant issue in schools and have expressed a desire for further training and knowledge of how other schools deal
with racism. Teachers TV produces a variety of programming aimed at providing teachers with the tools to deal with racism in their schools, which the poll shows is something
that they really want.


Anti-racism projects in schools: Schools have put a variety of projects and strategies into practice. These include friendship weekends, bi-annual cultural diversity days, zero tolerance schemes, and Show Racism the Red Card schemes. The education workforce seems to be relatively happy with the way that their schools have dealt with racist bullying that affects pupils. However, of the small number who had experienced bullying themselves, most felt that schools had handled the incidents badly. Many felt that the schools had not dealt with it appropriately with one teacher stating 'staff are afraid to tackle students on this.'

Please see below for an outline of the programming coming out in anti-racism week on Teachers TV.

An invaluable insight from Professor Rex Nettleford


Caribbean culture too diverse to be labelled – Prof Nettleford

BY MIRANDA LA ROSE STABROEKNEWS
September 5, 2008

The awesome complexity of Caribbean life and culture, which ranges from language and religion to artistic manifestation in the literary, performing and visual arts, is more than “the binary syndrome of Europe suggests,” University of the West Indies Professor Rex Nettleford has said.


Professor Rex Nettleford

In a presentation at a symposium recently on the subject ‘Expressions of the mind: Philosophy and the Making of the Caribbean Nation’, Nettleford, a Jamaican, quoted Cuban scholar Antonio Benitez Rojos as saying that “Caribbeanness is a system full of noise and opacity, a nonlinear and unpredictable system. In short a chaotic system beyond the total reach of any specific kind of knowledge or interpretation of the world.”

However, the Caribbean’s diversity is also a matter of the mind, which cultivates the spaces that remain invalid, that is beyond the reach of oppression and oppressor. “That very mind also constructs for the intellect and the imagination, a bastion of discreet identities as well as quarries of very invaluable raw material that can be used to build the bridges across cultural boundaries,” Nettleford said. He added that in moments of irrational self-assertion, this could implode into the sort of xenophobia and myriad related obscenities, which caused the United Nations to mount a world conference, albeit controversial as it turned out, on the topic in September 2001, in Durban.

“Carifesta in asserting our Caribbeanness is intended to challenge such obscenities,” he said. He noted that in the Caribbean so-called great traditions stand side by side and interact with the little traditions. In this regard a folk song, a contemporary reggae tune or calypso could be classical, contemporary modern and ethnic all at the same time. He gave as examples Bob Marley’s “Redemption Songs”, Jimmy Cliff’s “Many Rivers to Cross”, Peter Tosh’s “Jah is my Keeper”, the Mighty Sparrow’s “Jean and Dinah” or “Congo Man”, Lord Kitchener’s “Sugar Boom Boom”, Black Stallion’s “Caribbean [Man]” and David Rudder’s “High Mas” as classics in their genres.

Creole languages


Creole languages of the Caribbean are considered languages in their own right, he said, noting that Jamaica boasts a dictionary of Creole from Cambridge University Press and Papiamento is used along with formal Dutch for instruction in Curacao. Creole is the language used for news broadcast sometimes in territories where the French once settled. These languages still have cultural influence. He also cited the poetry of St Lucian Nobel Laureate Derek Walcott; Aime Cesaire of Martinique; Suriname’s poet, the late Martin Dobru; and Nicholas Guillen whose poetry sings with the voice of Cuban Spanish and not Castillian. He said the distinct Caribbean culture also comes across in the lyrics of the calypsonians, the rhyming quatrains of folklorist and poet Louise Bennett, or, of the story-telling humour of Paul Keans Douglas. These languages, which he described as “the vehicles of resistance, as ritual or history and humour,” serve their myriad purposes alongside standard English, academy French, metropolitan Spanish and standard Dutch, which the imperial still consider legitimate means of formal or civilized communication in a Caribbean which is arguably the longest colonized region on planet earth ever since Cristobal Colon, “otherwise known as Columbus, discovered that he was discovered by native Americans of the Caribbean in 1492.” He said that as with language so too is religion in the Caribbean cultural life. Religion, he said, “is an expression of the biblical reminder that in God’s house there are many mansions.”

Religion


He said it was possible for a Caribbean citizen to be baptized as a Roman Catholic, an Anglican, a Methodist or a Presbyterian and still find grace and comfort in santeria, voodoo, pocomania, obeah, revivalism, cumina, shango, cumfa or any other native born or religious expression, in ways that are alien to other cultures.
“You choose your different means to survive,” he said adding that Hinduism, Islam, Orisha worship and new age spiritualism are all legitimate religions today in what was once an exclusive outpost of Christendom. He noted, too that in the Caribbean it is possible for an Indian with indentured labour antecedents to be born into a Hindu family, educated in a Christian school, usually Presbyterian, or Roman Catholic school and later get married to a Muslim.

“Such cultural confusion does not necessarily result in schizophrenia which frequently serves as a source for creative living,” he said as this Caribbean reality was within the reach of most ordinary beings in the region and accounted for the region’s textured diversity.

He said that this phenomenon or philosophy “may well be deeply culturally determined by the historical and existential experiences of the life of contradictions, paradoxes and dialectical relationships and one dominated by centuries of formal rules of engagement not one of one’s own making.” The magical also co-existed with the scientific and he said it was a small wonder that to many Caribbean people “science means higher science, rooted in the notion of the supernatural and extra-sensory as much as in empirical experience as say in the practice of traditional medicine based on the dialogue with nature’s plants, nature’s springs and the fertile soil.”
Nettleford said he felt Carifesta was meant to reflect this reality or philosophy but it did not mean “chronic disorder.” However, he said, cynics would be quick to find in it reason for periodical displace of political mismanagement and as licence for lawlessness under the guise of freedom and human rights and the incidents of military coups, but there were regulative principles which underlay all of the experiences. These regulative principles happily give cause to repetition and ritual evident in Caribbean arts and cultural expressions, he said, stating that these in turn give to the peoples of the region a sense of place even when they operate on the margin and find cause to question the principles. The pre-Lenten carnival is but one dominant paradox in the “festival art” in contemporary Caribbean life. “It is used for conventional means of release, recreation and celebration alongside the attraction for tourists whose US dollar or Euro is vital to the Caribbean economic survival in these globalised times,” he said.

He said that many, including himself, believe that the region’s textured diversity was also evident in carnival - pre-Lenten in origin and arguably the most definitive of festival arts nurtured throughout the plantations in the Americas from Havana, Port au France through Port of Spain to Rio De Janeiro, as well as, all of the eastern Caribbean and New Orleans thrown in between.

He said he believed it was the prime socio-cultural practice that best expresses the strategies that the people of the Caribbean have for speaking at once about themselves and with the world, history, tradition, nature and even with God. Carnival
This he also feels this was the basis for the philosophy of the Caribbean self and to which that Caribbean persona, individual and collective must relate and which Carifestas were meant to mirror. He said the Caribbean Diaspora was itself a preserve of this cultural phenomenon and so Brooklyn, New York, Boston and Miami, Toronto, Nottinghill in London and Rotterdam have becomes centres of the Caribbean carnival. “Yet in the diaspora, West Indians battle for space and the preservation of a Caribbean identity among migrants who reside in hostile host communities which are struggling to save themselves from contaminants deemed alien to their hallowed homogenous selves.”

Back in the Caribbean, he said, other festival arts exist as part of that same process of self-discovery and the creation of a unifying space that bridges gaps within a society produced by centuries of differentials based on place of origin, skin colour, class, gender and the more modern differentials of political affiliation and sexual orientation.

So there is the more recent crop over festival art drawing on the historical experience of the sugar cane slavery in Barbados, which has revived and developed a time one celebration into a major contemporary calendar event of national observance.
He said ‘Hosay’ serves to bring into the loop of Caribbean cultural life the Indians who entered Caribbean society, after the abolition of slavery, as indentured labourers. He noted that they were fully equipped with a cultural memory of Islam and Hinduism, and the cross-fertilization process continued while the paradoxes of new encounters increased, deepening the already enriched mixture even while tensions played with social and political relations. In Jamaica, the Afro-West Indians often do the drumming while the Indo-West Indians do the dancing. To an extent this applies in Guyana and Trinidad and Tobago. He said that the Indian spirit in the Jamaican pocomania speaks to the early integration of Asian indentured labour into ex-slaves syncretized religious rituals which are themselves products of cross-fertilization.

Festivals

There are of other festivals, equivalent to the pre-Lenten carnival, which are rooted in the encounter of Africa and Europe and others on foreign soil in the Americas. This includes the Masquerade in the Leeward Islands, Jamaica, Belize and the Bahamas under the name Junkanoo and in Bermuda as ‘gumbay’, as well as in Cuba and Haiti. They all represent the essence of cultural life and the indiscriminate fusion of European musical classical, as well as, instruments of the most varied origins, which produce a new music. The textured diversity of Caribbean culture, he said, was arguably the most significant clue to understanding the dynamism and energy that characterises life in this region. He noted that it stretches geographically from the Bahamas across the Greater Antilles proceeding for over 1,000 miles southwards along an archipelago comprising the Leeward and Windward Islands with Barbados to the east then south to Trinidad and Tobago and the Netherland Antilles lying north west of Venezuela and Colombia “which they insist is a Caribbean coastline”. The Guianas on the South American mainland regard themselves as Caribbean as would much of north-east Brazil for definitively cultural reasons.

He said the Caribbean features in the great dramas of the Americas where new societies are shaped new sense and sensibilities are honed and appropriate designs for social living are crafted through the cross fertilization of distant elements. This process has resulted in a distinguishable and distinctive entity called Caribbean through an intensely cultural process. This was the result of an encounter of Africa and Europe on foreign soil with the native indigenous Americans and still later, arrivals from India and China and subsequently the Middle East. They have resulted in a culture of texture and diversity held together by a dynamic creativity, described as “creative chaos”, “stable disequilibrium”, or “cultural pluralism.”

Diversity


He said an apt description of the typical Caribbean person was “part African, part European, part Asian, part Native American but totally Caribbean.” The creative diversity, he said, was what defined Caribbean life, and what the Francophone, Spanish-speaking, Dutch-speaking Caribbean, the British Overseas Territories, the US Caribbean, including Puerto Rico, have in common despite the differences in languages they use and the political systems. They perceive themselves to have in common a full grasp of the power of cultural action affording their inhabitants a sense of place and purpose.

Martinique and Guadeloupe, Curacao and St Maarten, Cuba and Santo Domingo, along with Haiti and Puerto Rico and the United States Virgin Islands as well as the British colonies of the Cayman Islands, British Virgin Islands and Montserrat and the Turks and Caicos Islands identify culturally with the independent nations from the Bahamas and Belize to Trinidad and Tobago.

Because of its diversity, he said the Caribbean has the capacity to build bridges not only among classes and races of people from countries across the region but also between continents of the world which are represented in the Caribbean through centuries of voluntary and involuntary migration which is now continued via tourism, commercial transaction, and professional contacts. The Caribbean has struggled for over five centuries with mastering the management of the complexity of such diversity, he posited.

Wednesday 8 April 2009

A beacon of hope, a pioneer of change, a step towards our future

Daniella Maison (Editor of research for The African Academy) interviews Louis March, one of the key figures behind Canada's first Africentric school.




"...There is very little that is more important for any people to know than their history, culture, traditions and language; for without such knowledge, one stands naked and defenseless before the world." PAFO



A crucial dimension to the development of our sense of identity, established during infancy, is the sense of self, humanity and continuity. In years to come, a major theme of this present century will be the pursuit of our collective identity. Movies, media campaigns and music, all bellow from billboards and plasma screens that we are on a search for who we are. In centuries past this pursuit would have been easily remedied since, in centuries past, it was accepted that this question requires neither self-help books nor imagination; it requires only an accurate knowledge of our heritage, and an awareness of the natural ties we possess to our pasts. In centuries past, cultures were aware that without knowledge of self, of history, of culture, we remain as desolate as brooks without a source, as trees without roots, as bodies without souls. We have long been disconnected spiritually, psychologically, and conceptually from the larger historical and current world linkage that have determined our destiny, and to which we have always been important contributors. We have long been stranded in societies that relentlessly immerse us in anti-African rhetoric. We have long hungered for the medicine that would immediately reaffirm our sense of self, and thus bind us with humanity. And if we are in any doubt, we need only look at our children, wading aimlessly through seas of euro-centric education, and heed the urgent call to centre ourselves within our own self-definition.

Yet the clarion call to merge Afro-centricity with education had existed as a subject of dispute in Toronto, Canada, for well over a decade. When statistics revealed a catastrophic 40 per cent of black students in Toronto were dropping out of school and Ontario's Royal Commission on Learning astutely dared to propose that an Afro-centric school may curtail the dilemma. A vehement backlash quickly ensued. School trustee Michael Coteau, propelled by mention of segregation and apartheid, stepped forward to assert to the press that, "The majority of Torontonians are against it," said, and later added that he had never seen such a ‘strong reaction’. Much like our own experience here in the UK, the press demonstrated pervasive prejudice. Absent from the media campaign were any of the established contentions that the education provided to the African Diasporas in western countries is guilty of undervaluing African historical experiences, and overvaluing European history and culture. There was no acknowledgment of the academic conjectures which show that underpinning the Black school child’s experience are the behaviorisms generated by the alienation of the African Diaspora. Dislodged from themselves and left reeling from the shock of having been brutally cut from their own culture and heritage. Placed imposingly not at the heart of European culture, but rather at its margins. Instead of embracing our solution, Critics reacted viscerally, calling the plan a step toward the sort of segregation Dr Martin Luther King protested against.

However, like all ideas borne of truth, slowly and behind the scenes, times were changing. The support for change became overpowering and Black parents soon became central in pushing for Africentric education. In 2008, After an impassioned debate and almost 12 years of verbal skirmish, Canada's largest school board voted 11-9 to open an 'alternative' school. Trustees earnestly voted on an extensive package of programs to make schools more relevant to black students, including the opening an Africentric school in September 2009.

In his first UK interview and in 2 exclusive parts, Louis March shares with us the obstacles, victories and complexities of accomplishing the Africentric schooling objective and offers us a glimpse of tangible hope. Louis has notably worked in the SOS Children's Village, located in Tema, Ghana in West Africa. An ardent champion of Afrocentric schooling, Louis also worked as a Board member on several community organizations including, Black Youth Community Action Project, Universal Negro Improvement Association, Coalition of African Canadian Community Organizations. A firm supporter of the Africentric Schooling initiative in Toronto, Louis currently works with the community based support group that has challenged the Toronto District School Board, to ‘do the right thing’.

Louis, what were the biggest challenges you faced in the months leading up to your success?

The actual success was really the result of the efforts of several committed people in the community, it was a true community effort across the board But, our biggest challenges included: Unfortunately, our own community. Our own people were ‘bad mouthing’ the Africentric Schooling effort and the media was constantly interviewing and showcasing the people that were against the idea of Africentric schooling. Also, defining Africentric Schooling was a challenge (it had to meet the different ideas expressed by the community) as so many variations were expressed and it to be defined to meet them all. There were the various myths presented by the media of segregation, funding problems, gang recruitment etc. The silence of many people who supported the idea, but were afraid to step forward and show their support. Finally, Organizing and educating our community and taking into consideration that the idea of Africentric Schooling was never fully understood.


Who were your main critics?


Members of the Toronto District School Board, who would make or break the idea. There were the politicians who sided with the majority of the polls and were claiming that they did not support the idea of Africentric Schooling because it promoted segregation, which was a political response. Certain members in our community that had influence in the community and also in the media…they were quick to criticize and they would never provide suggestions or solutions.

Can you offer us a definition of the term ‘Afro centric’ in terms of education?


Africentric schooling is a teaching method that engages community, elders and students in the teaching process. It uses the African experience and traditions as a major force, in developing a curriculum, which encourages students to maximize their potential. It uses self-awareness and self-knowledge to build self-confidence, in a society that chooses to only focus on the European and Western experience. Africentric schooling brings to the classroom, the students and community as partners in the education process. It provides students with a positive alternative to the blatant mis-education of our children.

What do you feel were the key needs for an afro-centric school in Canada?


There was a staggering 40% failure rate of Black students in the school system, and even the students that were passing were given worthless diploma’s to get them out of school
Certain students were stating that ‘it was easier to get a gun, than to get a job’. Think about it …why would you think that? The constant marginalization of our children in the school system; anything to do with Africa or Black people, was presented in a negative way and everything European or Western was positive. Children were walking around saying that they would rather be ‘white’…because they saw privilege being associated with being ‘white’. Africentric schooling gives these children a fighting chance to succeed in life, without being attacked on every front in the classroom.

What inspired you personally to get involved with a Black focused initiative?


It was easy to recognize the problem and it was easy to determine that something had to done about it. A couple of Mothers started the fight, in defence of their own children who were suffering in the school system, and the community mobilized behind them. Many of our children needed an alternative because the school system was not doing its job. It was not providing them with the best possible route to maximize their potential and to achieve success in life. I have worked with our children in Ghana, West Africa and have worked with children in our community as a Director with the African Canadian Heritage Association in Toronto, a volunteer organization that has been teaching African and Caribbean history to our children for 40 years so I know the potential of our children because I have seen what they can do, if we decide to work with them and help to provide them with the tools necessary to succeed in life. It is criminal, if we depend on the same systems that enslaved our people for 400 years to now teach us how about our history and how to be successful in life. Personally, I believe that if you are not a part of the solution, then you must be a part of the problem. As such, I had no choice, but to get involved with the Africentric schooling initiative.


‘This is a commitment rooted in the belief that we need to take back our children and ensure that they have access to an Africentric based learning environment where they are not marginalized in a Eurocentric biased school system. We know what works with our children….we must find the courage to just do it.’ Louis March



Daniella Maison BA (Hons) MA

Friday 3 April 2009

The Blogspot Purpose.....

“Education is the passport to the future, for tomorrow belongs to those who prepare for it today”
Malcolm X

Dear supporters,

The key purpose of the African Academy blogspot is to foster and sustain educational understanding. In order to build this as our ‘think tank’ I shall be showcasing tools on implementing Africentric research and education from varying perspectives. Lets begin to use this medium to present the scholastic commentaries that dissect and present ‘Afro-centrism’. Afterall, Afro-centricity is the cultural mosaic and vital foundation to our endeavours. Please support the pedagogic process that is crucial to our efforts by reading, absorbing, questioning, and affirming. Help us in our efforts to stay dynamic, progressive and static so that we may together sow these seeds for the passport to the future.

Yours in solidarity

Isha Daniella Maison
Editor of Research
The African Academy

Sunday 29 March 2009

Groundbreaking LDA report

This week, we bring you the groundbreaking LDA report into the underachievement of Black children in modern education. Only available to read here, the report (initiated in 2003 by Diane Abbott MP and Lee Jasper (then Mayoral Adviser for Equalities and Policing) whom worked in close partnership with the LDA officers and Carol Hunte, Principal Consultant for the Education Partnership Company, to deliver the work of the Education Commission) exposes and fine points a host of factors—a lack of accountability for school performance, biased teaching methods, and a significant decline in achievement among Black students. The report is key to understanding the status of our children in the current school system, and serves to further authenticate our efforts towards afro centric, heritage based learning environments.

Please view here:
LDA Live: Black Boys In London's Schools - download

We encourage and welcome you to email your thoughts, concerns or comments to africanacademy@live.co.uk or post on the comments section on here,

Yours in Solidarity,

Isha Daniella Maison BA (Hons) MA
Editor of Research
The African Academy

Friday 27 February 2009

One might have hoped that, in this fine Obama hour, the notion of an educational environment designed for the elevation of Black youths would be hastily snatched up into the arms and minds of the prevailing climate. Yet, the very union of the words ‘black’ and ‘education’ seemed to send last Monday’s ‘More 4 News’ reporters into a deplorable state of hysteria. The auto cued presenter wailed ‘segregation’ ‘reverse racism’ and ‘apartheid’ while audiences blathered inanely and responsively about the need for ‘unity’ and ‘one love’. The cause? The cause is Mr Lee Jasper’s timely and remedial proposal for a ‘mixed private school with a catered afro-centric curriculum, and a preponderance of black teachers’.

We live in an environment where parents and youth of all ethnicities are let down by the modern educational system. Specifically, we are reminded almost every month of the pitiable underachievement of black children in schools. Our only hope lies that in the in the modern, progressive country we call home, we have the right to voice our concerns and action change. Social mobility (which has not improved in 30 years) has become such a concern that the government has once more upgraded the existing monetary enticement (the brazenly entitled and dramatically increased £10,000 ‘golden hello’) for teachers to educate our children in increasingly dire schools. Our children currently grace schools in such an unfortunate condition that in 2007 Channel 4 launched a Freedom of Information probe of more than 90 education authorities in England and the results of which exposed racist tensions so high that over 100,000 incidents were documented. According to experts, these figures are merely the tip of a very sizeable and hostile iceberg.

Let us, for a moment, do our children justice and peruse Mr Jasper’s (let us not forget that this indomitable man has been, for 25 years, considered a leading expert on race relations) proposal coolly, steadily, and firstly on the suggestion of an Afro-centric curriculum. Our country is witnessing an average increase of 61 per cent in the number of parents (Black, white, Asian, Chinese) so dissatisfied, that they are eagerly snatching their broods from the clammy palms of the schooling system and educating them at home (with pinnacle reasons ranging from ideological objections to the curriculum, special educational needs, and bullying). With the curriculum being nominated as a core raison d’etat other parents seek refuge for their children in the huge amount of British faith schools. Faith schools which have long relied on the spiritual permeation of the national curriculum to better the students’ educational experience. For the sizeable amount of Catholic schools examples of this permeation include teaching science in the context of the Catholic view on stewardship, incorporating the Church’s teachings on social justice into social studies, and drawing out Catholic values in the study of literature. Our growing number of Islamic schools openly aim to foster a healthy self-identity of being Islamic in the British setting. Faith schools aside, private schools have continuously claimed that an improvement on the curriculum makes them more academically rigorous than state schools. The basic schematic is that these schools focus on not simply meeting the requirements of the National Curriculum; but rather they aim to exceed, surpass, and go beyond it.

At a time when we have bathed in the political dawning of Obama and now stand before an icon who is symbolic of progression, why does the very mention of a school with an afro centrically infused curriculum cause such a commotion? Black children are falling radically wide of the mark, and still the media, (even Channel 4. self proclaimed defender of the community) would rather saturate us in a sea of crocodile tears (patronisingly spurting statistics about our poor, underachieving black children) than hear curative ideas that might actually bring about change. Darcus Howe would rather gush insipidly that ‘educational certificates are not the be-all and end-all of success’ and lull us into paralysis with tragic tales of his children’s inexorable characters (which lead them to tread paths of underage pregnancy, attempted rape, handling stolen passports and shoplifting) than consider talk of affirmative action.


The reality is that this is not a notion borne of some racially prejudiced harebrained agenda and neither is it a new one, this is a tried and tested notion borne of desperate need. This is a proposal to finally maximise potential through education. This is a holistic approach that welcomes children of all backgrounds, remains loyal to the current national curriculum and utilises well-tested curricula and environment based methods to give black youths a much needed chance. In America, this need was met by The Rochester City School District, one of the worst in the New York State. Grappling with how best to solve their escalating problems of exclusion and underachievement, they announced a new curriculum. The new curriculum was to include black history in every subject. In Toronto, and after a year of sensationalist reactions, the Toronto District School Board has finally approved plans to create their first afro centric school. Vital pro-active organisations such as the African Canadian Heritage Association breathed sighs of relief after years of campaigning to tackle the problem of high dropout rates was finally realised. Hundreds of American schools have prevailed through African focused curricula. Schools, which range from junior kindergarten to university graduation, have holistically, organically, rejuvenated the lives of the children left by the wayside of mainstream education.

To many, there is no ambivalence about the need for the centrality and importance of Afro-centricity in schools. Beyond that, there seems to be a thriving curriculum ideology that sees education as a narrow, archaic and regressive discipline that is wedged in the 1960’s. Institutionally, our country seems to foster historical amnesia and cultural unawareness. Thus, drenched by a curriculum, which makes a frail effort to nod to ‘other cultures’, while balancing on a Euro-centric foundation, our youths are quickly and almost irredeemably being turned against the learning process.

People of African origin have lived in Britain for centuries. In as early as 208 AD North African born Roman General Septimus Severus was undertaking military actions in Roman Britain. African communities were developing from as early as the 16th century when British merchants began trading with the West African states. Yet, the teaching of black culture is confined to slavery, the Wind Rush, patois poetry and ‘Black History Month’. The effect is to undervalue the major contribution of black people in Britain’s history and to ignore our innumerable achievements.

More than this, the role that self-perception and self-esteem play in education is underestimated at our own peril. In a land where you exist as a minority, realising that people who looked like you were achievers in all departments (we can no longer just be satisfied with seeing our mirror images on the football fields or MTV base) is a colossal affirmation of the self. This is possible with an Afro centric curriculum and also through Mr Jasper’s other suggestion, to prioritise the numbers of black teachers.

This is not an indictment against non-black educators, but rather an appeal to the black community to examine the possibilities in their entirety. American schools report that having a majority of black teachers acts as a mirror in which black students, can see the “angels of their better nature” reflected. A mirror which has persistently enabled significant black academic achievement in the states. The Freedom of Information probe ultimately exposed the current school system as a prejudiced, antiquated institution. With this in mind, are we not being perilously naïve in continuing to believe that this same system will suddenly, efficiently, teach black children? How can this change possibly happen without a radical educational revolution?

Academic studies by C.H Beady & S. Hansell, in ‘Teacher race and expectations for student achievement’ courageously demonstrated the significant impact of Black teachers on black students. They asserted that black teachers may ‘have higher expectations for and interact more positively with black students than other teachers thereby increasing the motivation and self-esteem black students need to take on the challenge of rigorous coursework’. They also stressed that black teachers tend to have higher expectations of black students than non-black teachers, which is paramount since teacher expectations have a strong impact on student effort. C.A Casteel also claim that studies conducted since the 1970’s find that black students also receive less positive feedback than white students. This notion is hardly complex, and is viable for a number of reasons, “One common hypothesis is that all children learn more when their home and school environments are well matched,” and same-race teachers are better able to provide black students with “cultural congruence” between home and school’ (L. Delpit in The Silenced Dialogue: Power and pedagogy in teaching other peoples children). It has also been discussed that there are significant cultural differences in oratory style, which might explain why non-black teachers have difficulty maintaining a disciplined learning environment among black students.

The question remains, what do we have to lose? In this murky state of affairs should there not at least be the option available to educate our children in an environment we deem, feasibly, better for their growth? Contrary to the media sensationalism, this is not a proposal for ‘Blacks only’ schools, which have begged crass comparisons to African apartheid. This comparison, callously uttered by boorish news presenters is beyond offensive. Need we be reminded of the monstrous regime which re-located 3.5 million people in order to divide races and slaughtered over 21,000 people in its bloody wake? Can this seriously be compared to a single afro-centric private school? Perhaps it simply follows that because white segregationist schools were born out of brutality that any mention of a pro black institution must likewise be painted with the same brush. Sadly, Mr Jasper’s judicious proposal has been served a grave, detrimental injustice with the type of journalism that thrives on clichés and conflict, and results in the moral panic approach we see on forums and hear on the buses in its wake.


This is a concept borne of elevated consciousness, a progressive and rational attempt that refuses to let our children become acclimatized to the deplorable state of things. We need not continue to writhe over gun and knife crime, gang violence, exclusion and low achievers; it has all been done to death and each report only serves to remind us that we are running out of time. If only we had the luxury of wanting to action change in the way America has done so successfully for reasons as ludicrous being ‘a bit sexy’ as Dr Tony Sewell once so unsophisticatedly put it.

Rousing change in these ferocious times is, at best, a risky business. We run the risk of marginalisation in return for endeavouring to initiate a fresh, holistic approach to the educational status of black youth. Len Folkes recently said that Obama ‘symbolises and represents the great call and urgency on the billions of people throughout the world for change. Through our conscious election of Obama we were inspired towards self-action to building new bridges of human cooperation respect and dignity’.

It is time we honoured this call for change, it is time to persist with self-action and forge an environment where black children can finally prevail. We are, after all, the parents of the Obama generation.

Daniella Maison BA (Hons) MA 2009

Friday 6 February 2009

Dear All,

While we marvel with optimism at the dawning of a phenomenon known as President Obama, right here and right now in the UK we can afford little time to relax. There is a firestorm raging through our community and whilst it mercilessly consumes our youth we are in danger of failing to take responsibility for the crisis that stands firmly before them. As we, as progressive individuals, gather in awe at the achievement of having a Black president at our helm, we genuflect at the crux of our central responsibility. A central responsibility, which remains to create, not await, conditions in which positive role models can freely emerge.

Our current reality is that we are in the midst of the worst recession of recent memory. The consequence of which is increased unemployment among all communities, and in particular the black community. Now more than ever, the most precious resource we have is our young people. Yet we continue to lose so many of our young people because of a lack of hope. Too many are snared by the criminal justice system, mental health institutions, and violent climate. Our nation is overflowing not just with those who have tragically died, but with those who are permanently disfigured (emotionally and physically) by their own society. When Professor David Gilmore recently detailed on the subject of ‘whiteness’ that, ‘The most disadvantaged white people benefit from their whiteness. They are less likely to be stopped on the street. They are less likely to have their DNA on a database. They are less likely to die in custody with a group of police laughing and joking around them…’ what was he saying about the realities faced by the modern black youth? We have witnessed, whatever the current figures may say, a continual decline in educational standards among our young people and the appallingly high unemployment levels that accompany this. Large sections of poor communities both black and white have never had the opportunity to recover from the recession of the 1980’s. How are we to respond to our current financial malaise?

I cannot simply observe yet another generation of the black, poor and young, slide into a pattern of recurring failure. We have, over time witnessed a long history of academic reports identifying the problems faced by our children. Such is the current crisis within our community that I am persuaded of the strong need for schools which meet the pedagogic needs of young black people. It is from the perilous underbelly of this crisis that I stand and earnestly say that education is the key. President Obama’s family, who overcame their own adversities, (a read of his biography enlightens us about a about a father whom he barely knew, an early childhood in Jakarta with his mother and his Indonesian step father, being raised by his maternal grandparents at age 10) sacrificed everything they had to invest in his education. Infact, this man, now hailed as the modern epitome of triumph claims to attribute his present zenith of success and power to receiving what he considers his "birthright”: that he was loved and received a good education.

There is no longer any point in engaging in long, protracted hand wringing, tortuous explanations about the reasons why black children and in particular black boys our failing in school. Once every couple of years for the last 50, usually prompted by the publication of yet more research we have engaged in an endless, and as yet unresolved, debate about who’s to blame for such failure. I am exhausted by this futile debate, not least because one of the characteristics of racism is the routine denial of its existence. The more liberal the institution accused the more fervent the denial. In 30 years of campaigning against racism I have never heard a claim of racism accepted by an institution when charged as such by our community. There are a variety of differing and sometimes similar perspectives identifying the reasons for such failure; family structure, peer pressure, low teacher expectation and the pernicious existence of institutional racism in education. Significant groups of our young people are being failed by, and within, the British public sector education system. Undoubtedly, there are exceptions and there are children who are succeeding in spite of (not due to) their environment. We should celebrate these young people. I for one congratulate them, their families and their schools. However, this initiative is not designed for those who are succeeding against virtually insurmountable odds in UK schools. This initiative is designed for the underprivileged, disenfranchised, and excluded. It is addressed to the significant minority who gaze ahead at the murky panorama of their own prospects and are reminded they will rarely be granted the opportunity to reach their full potential in this society. A society in which they are denied President Obama’s definition of a ‘birthright’ from the moment they step foot into primary school.

I am determined to action the change our youth is craving through the establishment of an ‘African Academy’. This Academy must focus on providing education to those currently lounging in Pupil Referral Units, Young Offenders Units on probation or have otherwise dropped out of the public education system. In biblical terms these are ' the stones that the builder refused' I believe, like the parable, that ‘ they shall be the head cornerstone’. We must prioritise this in response to the continuing pain I see as a consequent failure in education.

I am seeking, with your support, the establishment of the UK’s first self funded African Academy. The time for action is upon us. One only needs look at the eminent and still incredibly relevant work of academic researcher Bernard Coard who, in 1971, wrote an academic pamphlet entitled ‘ How the West Indian Child is Made Educationally Subnormal in the British School System’. On the issue of young black males he states: "Low expectations on his part about his likely performance in a white-controlled system of education; low motivation to succeed academically because he feels the cards are stacked against him; and low teacher expectations, which affect the amount of effort expended on his behalf by the teacher and also affect his own image of himself and his abilities." I challenge you to read Coard’s visionary words and maintain that this situation has changed. The dire gut-churning reality is that we are in the grip of a profound political, economic, moral and cultural crisis the effects of which will affect thousands of our young people, decimating as yet unfulfilled talent and laying waste to the human potential of generations.

Attestation to our crisis exists in school exclusions, the ever increasing number of black youth in youth offender institutions and adult jails, tour the mental health hospitals - as I have - and see the locked wards overflowing with young black people. Observe the incessantly high unemployment rates of black youth in the areas where we live and the terrible carnage unleashed by teenage violence among our young, and begin to fully apprehend the context of our present condition. Reflect on the profundity of the destruction of African culture spanning a 400-year period, and consider that this is not irrelevant in its impact on modern generations. Overlay this with an economy that is stalled in the doldrums of a recession and the prognosis is bleak.

There will unquestionably be those who wish to forensically identify what are the complex causes and point fingers at whom is responsible for this unrelenting production line of misery. The anger is overwhelming; however, when debate is devoid of action and our predicament worsens, debate simply becomes an ineffectual blame game. I say, at this time, such debates are tantamount to ‘ fiddling while Rome burns’. We simply cannot afford the luxury of such debates if they continue to result in maintaining the status quo.


The numbers at the core of such futile debates are spat at us every year, and yet the solutions remain few and far between. How many times must we be reminded that black Caribbean and dual heritage children are excluded from schools at rates three times greater than that for white children? How many headlines screaming that there are twice as many black men in prison in the UK than in universities must be printed and coolly pondered upon on low listenership radio slots? The conversations seemingly persist and yet the gap between black Caribbean achievement and the national average at GCSE has narrowed by eight percentage points in four years

As President Obama has both said and demonstrated, ‘Affirmative action is an important tool’. For our part, we must realise that providing a solution from a sense of firmly placed responsibility is tantamount to change. It is our fundamental responsibility to bequeath a legacy of success and hope and this is only achievable if we are willing adjust our priorities and begin to self-fund the education of our children. Our immediate priority should be establishing schools, which are open to all races, with a curriculum that is African in emphasis, and which follows the National Curriculum. Such a school would act as a beacon of educational excellence, where the teachers and governors are in the majority of African descent and where our children’s specific psychological, cultural, emotional and educational needs are met. This new pragmatic approach will contribute towards the development of a more inclusive and shared sense of British citizenship.

Black educational establishments, funded through fundraising, bursaries and endowments, have proven to be resounding successes in America. Oprah Winfrey, Bill Cosby, Maya Angelou, former Senator. Bob Dole, Will Smith are all examples of celebrities who devotedly support (and in many cases attended) historically black colleges in the US with private investments. Historical Black colleges (HSBC’s), a concept devised between 1870 and 1910 in the USA are presently reported by attendees to promote success through understanding and recognition, "To be around students [at Tuskegee] who look like you and who are ambitious and who set these tremendous goals was encouraging and empowering…" It was in this afro-centric environment that our esteemed Dr Martin Luther king and Rev. Jess Jackson were cultivated. Contemporarily, renowned figures Toni Morrison, Spike Lee, Alice Walker and Samuel L. Jackson all thrived and excelled within these institutions. There was a time when these HBCU’s were the only option for black students in quest of higher education, today, however, the level of education is such that other institutions are competing for students from varying backgrounds. Now flourishing, competitive, and growing in numbers, HBCU’s in the United States today include public and private, two-year and four-year institutions, medical schools and community colleges

We must begin to initiate similar progressive processes in the UK as a matter of urgency. Quite reasonably there will be those who wish to continue to prioritise the critically important project of reforming the public education system seeking to attain the goal of good quality, inclusive education that operates on the basis of merit. I will continue, as a Socialist, to campaign for general improvements in education for all and in particular the abolishment of University fees for those on low incomes. Nonetheless, our predicament is systemic and incapable of being solved by the palliative effects of short-term solutions offered by project funding. This requires an institutional vision that is both sustainable, self funded and within our own control.

The concept here is to devise a school based on creatively utilising the National Curriculum to promote positive self-awareness and a sense of cultural and historical pride in young people. Those who witness the pace of educational reform proceeding with glacial speed, whose children are ‘miseducated’, misunderstood and excluded, are in vital need of new, pragmatic options.
I categorically believe that we should cease the sacrifice of thousands of our children at the altar of incremental liberal educational reform. Our children can no longer be surrendered to ‘inclusive education’, which, in practice, excludes diversity and fails to educate. Current Government legislation allows for us to send our children to independent and faith based schools that meet their specific and diverse needs. Without doubt, it is now the time for our community leaders, business pioneers, celebrities, parents and young people to come together and take the next steps of establishing our own schools in a similar vein.

The first steps of this imperative initiative are well under way. The African Academy Steering Group has already been established in order to secure viability and identify a critical project path, and outline the funding required and a timescale for delivery. Here and now, in 2009, we have over 500 members and the momentum behind this project increases everyday. We are taking steps to formulate an African Academy Leadership summer school, host a founding conference and establish a web site as an educational resource.

This is an opportunity to be on the vanguard of impacting real, tangible, change: An opportunity to dynamically support a community, our community, which is reeling from an ongoing socio-economic crisis: A community which now stands at the fierce frontline of the economic tsunami of recession. We, the descendants of enslaved Africans and the pioneering Windrush generation, must now rise, collaborate, and create our own legacy of hope for our young people. This is the real and timely lesson of President Obama.


Yours faithfully,

Lee Jasper




This project is open to anyone who shares the vision and has the skills to help deliver the vision. It is opportunity for those who possess the steadfastness and commitment to deliver this initiative. Join me on The African Academy Facebook group at www.facebook.com Also, email me directly at: leejasper67@btiternet.com

Article co-written by Daniella Maison BA (Hons) MA