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New Perspectives on African-Centred Education in Canada is the first study of African-centred schooling in the Canadian context. Starting with an in-depth look at the creation of an Africentric public school within the Toronto District School Board, it tells the story of the movement behind that school's creation and lays bare a rich history of activism, organization, and resistance on the part of numerous African Canadian communities and their allies. The book presents a critical overview of the issues facing racialized students and offers a unique vision of African-centred education as a strategy for student engagement and social transformation.
The authors, well known public commentators on African-centred education in Canada, offer a comprehensive analysis of the media controversy surrounding African-centred schools, as well as candid reflections on the personal challenges of fighting a largely unpopular battle.
Table of Contents
Foreword by Molefi Kete Asante
Chapter 1: African-Centred Education: Situation the Tradition
Chapter 2: The Search for Academic Excellence: Toward a New Policy Framework
Chapter 3: The Fight for African-Centred Schooling in Toronto
Chapter 4: Engaging Academic Critiques with Critical Responses
Chapter 5: Teacher Resistance to African-Centred Education: Public Discourse, Race, and National Identity
Chapter 6: Re-Visioning Educational Opportunity: African-Centred Education
Chapter 7: Moving Forward: The Track Record of African-Centred Education and the Push for New Alternatives
Appendix A: Teacher's Introduction to African-Centred Education
"This book is a well-researched and well-presented Africentric contribution to the critical discourse on quality of education. Indeed, it is a significant advance in the urgently needed reconsideration of how education is defined, delivered, assessed, and used from a unique and valuable perspective."Maulana Karenga, California State University, Long Beach
"This book is a well-researched and well-presented Africentric contribution to the critical discourse on quality of education. Indeed, it is a significant advance in the urgently needed reconsideration of how education is defined, delivered, assessed, and used from a unique and valuable perspective."— Maulana Karenga, California State University, Long BeachMwalimu Shujaa, Southern University, Baton Rouge
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