Abstract
The purpose of this study was to examine how parents of African descent understand the African-centered school concept as an alternative education to the mainstream public school in Toronto. While we cannot ignore the success stories of some Black students in the school system, the reality remains that the academic performance of some shows a downward trend. Hence, concerned educators and members of the African-Canadian community suggest the need for the establishment of a Black focused or African-centered school as an alternative to the mainstream public school. This will allow students to learn more effectively because they are culturally grounded and will be able to link issues of individual or group identities with what goes on at school.
This qualitative research relied principally on in-depth interviews with twenty African-Canadian parents who have children in the mainstream public schools in Toronto. It assumes that parents are important stakeholders in their children’s education so their views on problems and the need for an alternative form of schooling have significant implications for the academic performance of Black youth.
The data from my study and available literature make it evident that despite the introduction of African heritage and multicultural programs and anti-racist education, profound problems still exist for Black youth in the mainstream public schools. The findings indicate that out of twenty, a majority of seventeen African-Canadian parents support the establishment of African-centered schools as an alternative to the mainstream public school. All participants interviewed agree that discrimination, prejudice and stereotyping in mainstream public schools are major problems for their children. The parents’ narratives show that the establishment of an African-centered school as an alternative to the mainstream public school is a way to combat the discrimination and prejudice Black youth encounter at school. The parents believe Black focused schools should be a major preoccupation of educational personnel, school boards and policy makers. Finally the implications of establishing an African-centered school to address the needs of Black youth and directions for future research are discussed.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/26345 |
| Date | 23 February 2011 |
| Creators | Agyepong, Rosina |
| Contributors | Dei, George Jerry Sefa |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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