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