“Know T hy Africa, Know T hyself”“Know T hy Africa, Know T hyself”

Volume One • Number 1

Fall 2000

Page /2 Message from the Council Chair

Page /3 Message from the Execcutive Director

Page /4 Message from the Minister of Education

Page /4 Speak It!

Page /5 School Board Elections

Page /6 Biography of a

Student /

Back to School

Page /7 Biography of an

Educator /

Born to Teach

Page /9 Black Educators Association /

Over 30-and Still

Growing Strong

Page /11 Educational Forum /

Establishing an

Africentric Learning Institute

Page /13 Brad Barton /

Order of Canada

Page /14

Community

Calander

Ahennwa© is the offical

publication of the Council on

African Canadian Education

(CACE) and is published

published 4 times a year.

Its goal is to support CACE in its

endevors and to inform and edu-

cate the public.

RPublished by:

Council on African Canadian

Education (CACE)

Editor in Chief:

Delvina E. Bernard

Editorial Committee:

Charles Sheppard

Sheila Lucus-Cole

Jacquie Farrow Lawrence

Donna Morse

Alma Johnston

Production Assistant:

Shelley Fashan

Contributing Writer:

Gillian Thorpe

Photographer & Photo Editor:

Peter D. Marsman

Layout & Design:

Design North

Circulation Coordinator:

Roslinde Saunders

RFor infromation on submissions

please contact:

Council on African Canadian

Education (CACE)

4th Floor

Trade Mart Building

2021 Brunswick Street

P.O. Box 578

Halifax, Nova Scotia

Tel 902-424-2678

Fax 902-424-7210

Email CACE@gov.ns.ca

QQQQQQ

CONteNts

On the Cover (l to r)

Delvina Bernard

Executive Director, CACE

Charles Sheppard

Chairperson, CACE

Rosalinde Saunders

Administrative Assistant, CACE

photo by Peter Marsman

2

Also, in order to ensure that various

educational organizations are on

the same page as far as our priori-

ties and strategic directions, CACE

is exploring the idea of hosting an

annual educational summit which

would bring together all key players

and decision-makers, such as the

Black Educators Association (BEA),

the African Canadian Services

Division (ASCD), the Regional

Educators Program (REP), Race

Relations, Cross-Cultural

Understanding & Human Rights

Coordinators (RCH), CACE, Student

Support Workers, Education

Committee representatives, African

Nova Scotian school board repre-

sentatives, and of course parents

and families of our learners.

I also envision CACE taking

responsibility for administering

BLAC recommendation #27 – to

set up an African Canadian

Education Foundation with a chari-

table status to support funding of

educational programs. I truly

believe charity begins at home.

CACE must also take the initiative

to host an annual educational lead-

ership training event. This seems

like a natural thing for CACE to do

because CACE needs to ensure

there are competent, qualified and

skilled people available to serve on

the Council every three years.

In the immediate future, CACE has

its hands full with efforts to estab-

lish an Africentric Learning

Institute (ALI). With an ALI in place,

we could not only provide a provin-

cial example of educational excel-

lence, but a national example as

well. This would enable us to realize

our ultimate goal: Communities and

council members working towards

equitable access to education for all

African Nova Scotian learners.

II ’’mm iinn tthhiiss ppoossiittiioonn at a

very important time. I consider

CACE to be a template for other sec-

tors of African Nova Scotian commu-

nities in terms of how to work with

government. One of the major chal-

lenges for CACE has been in learn-

ing its new role: Most people in

African Nova Scotian communities

come from grassroots organizations,

and the expectations and high level

of responsibility that accompanies

our new role has forced us to devel-

op a new vision.

The African Nova Scotian communi-

ties, through the BLAC Report, have

been the architects of CACE, and

they have made some sound choices

in terms of structure. A diverse

group of people have nurtured the

birthing process of CACE bringing

forward perspectives from a variety

of of political viewpoints and geo-

graphical locations. Fortunately,

because all the people involved with

CACE to date have demonstrated an

African centered approach to educa-

tional development, the transition

from the BLAC to CACE occured very

smothly and with great success. I

believe our new identity has been

well established while honoring the

legacy of our educational roots.

I envision CACE assuming a dynamic

role in educational leadership. I see

CACE developing an annual calandar

of activities that focuses on a num-

ber of strategic goals, including, an

annual educational awards banquet

to honour our learners province-

wide, similar to the Harry Jerome

Achievement Awards in Ontario.

Council ChairMessage from the

“The African Nova

Scotian communities,

through the BLAC Report,

have been the architects

of CACE, and they have

made some sound choices

in terms of structure.”

Pet

er D

. M

arsm

an

Pet

er D

. M

arsm

an

3

developing a new image. We were no

longer the BLAC, nor were we a grass

roots intervention group. And unlike

the BLAC, CACE’s mandate did not

involve being a research task force or

doing hands-on community develop-

ment. Rather, our mandate includes

policy analysis, monitoring, institu-

tional development, negotiating with

government, advocating the educa-

tional agenda of the African Nova

Scotian community and political work.

Therefore, a transition period between

the BLAC and CACE was necessary.

Initially it was difficult for everybody

in the education community to make

the distinction between CACE and the

former BLAC or CACE and the African

Canadian Services Division. However,

as CACE has begun to assume its role,

the education community is learning

how each entity is unique in the way it

fits into the educational infrastruc-

ture.

Some of the initiatives we have been a

part of are: Support of Dalhousie Law

School’s Indigenous Black and

Mi’Kmaq (IBM) program (by publicly

responding to government attempts to

misrepresent the success of the pro-

gram); Lobbying for legislation to

appoint African Nova Scotians to Nova

Scotia’s school boards and establish-

ing a comprehensive framework and

proposal to lay the ground-

work for an Africentric

Learning Institute.

As CACE goes forward into

the new millennium, I look

forward to working on

many other important issues such as

support to School Support Workers;

policy support to Race Relations,

Cross-Cultural Understanding and

Human Rights services and support

towards revitalizing Education

Committees across the province.

AAss tthhee EExxeeccuuttiivvee

DDiirreeccttoorr of an organization with a

multi-faceted mandate, there are many

aspects of my job that I find both

challenging and rewarding. On a per-

sonal note, my history has involved

working in African Canadian develop-

ment from a variety of perspectives,

which has allowed me to integrate a

number of interest areas and skill sets.

I enjoy developing systems that make

things work. I have taken graduate

studies in education and I learned

some of my management skills

through my commerce degree, and I

believe I’ve brought these skills to

bear in my current position.

Just as important as my paid work

experience is the work I’ve done at a

volunteer level, with organizations like

the African Canadian Education

Project (ACEP) and other community

groups. But my strongest skill is as an

artist, which has fostered my creative

capacity and forced me to “think out-

side the box” – a virtual necessity in

any organization. In short, I have

experience in the private sector,

inter-governmental agencies, and at

the community-level in non-govern-

ment organizations (NGOs) which

have all given me a breadth of view-

points and a sound base for my work

at CACE.

Let me tell you about what I do. I am

responsible for carrying out the

strategic goals and directions set by

the CACE Board. My job involves

designing, implementing and moni-

toring management systems which

support the execution of strategic

goals, programs and services of

CACE. Managing these systems on a

day-to-day basis entails four main

things:

1) Fostering the development of

Africentric Educational philoso

phies (e.g. Africentric Learning

Institute)

2) Monitoring the implementation of

the 46 Recommendations of the

BLAC Report

3) Policy review and analysis (eg.

school board representation)

4) Advocacy and support for African

Nova Scotian learners

My work was very much behind the

scenes during the first 18 months of

my appointment because it was nec-

essary to focus on a number of pre-

operational tasks. To ensure this

brand new entity ran smoothly and

efficiently, one of the ways we did this

was to organize Strategic Planning

Retreats.

It was necessary to have everybody in

synch with one another because we

were building a new organization and

Executive DirectorMessage from the

Pet

er D

. M

arsm

an

Delvina E. Bernard

Executive Director, CACE

4

6Speak It!

CCaappee BBrreettoonn

Sydney’s Sarah Hayward

agrees that African Nova

Scotian representation sounds

like a good idea, but issues a

resounding caveat. “If they

don’t do anything then it’s

just a token thing. They have

to be aware of their responsi-

bilities.”

AAnnnnaappoolliiss VVaalllleeyy

Valley-based Teresa Buckland,

echoes Hayward’s fears. “How

much input will they have? I

would like to think that repre-

sentation will do some good,

but how effective it is will

depend.”

SSoouutthhwweesstt NNoovvaa

Ada Fells of Digby, feels that rep-

resentation would positively

impact African Nova Scotian

learners. “Right now it’s like it

was back in the 40s when we

had no say,” she observes. “When

I was a school board rep, there

were two African people on the

board and it made a difference.”

HHaallii ffaaxx

While Allister Johnson of North

Preston suggests the school

board set aside seats for African

Nova Scotian and First Nations

representatives. “Putting some-

one from a specific culture into

the think tank, that person sees

things differently. It brings more

perspectives into the mix.”

Have your say on education issues by voicing your opinion in

the CACE Speak It! column. The topic for our first issue is

African Nova Scotian representation on school boards.

CACE recently recommended legislative changes to allow

for one African Nova Scotian representative on each of

Nova Scotia’s English school boards. Four individuals from

across the province voiced their personal opinions on this

issue.

To submit your opinion to Speak It!please contact:

Council on African Canadian Education (CACE)4th Floor

Trade Mart Building2021 Brunswick Street

P.O. Box 578Halifax, Nova Scotia

TTeell 990022--442244--22667788 FFaaxx 990022--442244--77221100 EEmmaaii ll CCAACCEE@@ggoovv..nnss..ccaa

OOuurr nneexxtt ssuubbjjeecctt iiss::

DDoo yyoouu tthhiinnkk ppuubblliicc sscchhoooollss sshhoouulldd rreeqquuiirree ssttuuddeennttss

ttoo wweeaarr uunniiffoorrmmss?? WWhhyy oorr wwhhyy nnoott??

Congratulations to the

Council on African Canadian

Education on launching a newslet-

ter to examine issues in education.

As with most Nova Scotians, I am

concerned about our children and

youth because they represent the

future of Nova Scotia. The Nova

Scotia Government is committed to

providing high quality education

and training for all Nova Scotians,

in a positive learning environment.

The Government is equally commit-

ted to addressing the inequities in

education by implementing the rec-

ommendations of the Black

Learners Advisory Committee

Report on Education. In the near

future the Department will report

on the progress made to date on the

implementation of those recommen-

dations. As continued evidence of

this commitment, we will see new

African Canadian seats during

school board elections this fall.

I look forward to the continued

cooperation of the Council on

African Canadian Education, the

Black Educators Association and

other community groups and par-

ents working to ensure that African

Canadian students benefit equally

from our education system.

Jane Purves

Minister of Education

Message from The Honorable

Minister of Education

Jane Purves

5

In June, the Government of Nova Scotia amended the Education Act

to provide AAffrriiccaann//BBllaacckk NNoovvaa SSccoottiiaannss a seat on School Boards.

This allows African Nova Scotians direct representation and ensures that

their concerns will be voiced at the School Board level.

NNoommiinnaattiioonnss ffoorr ccaannddiiddaatteess for School Board members, Municipal

Counsellors, and Mayor or Warden took place on September 18, 2000.

OOnn OOccttoobbeerr 2211,, 22000000, during the Municipal Elections, African/Black

Nova Scotians and parents of African Nova Scotian/black children will have

the opportunity to elect an African Nova Scotian member to the School

Board.

SSuuppppoorrtt oouurr cchhiillddrreenn.. SShhooww yyoouurr ssuuppppoorrtt ffoorr

oouurr sscchhooooll ssyysstteemm..

OOnn OOccttoobbeerr 2211,, 22000000 vvoottee ffoorr yyoouurr

SScchhooooll BBooaarrdd MMeemmbbeerr..

FFoorr FFuurrtthheerr IInnffoorrmmaattiioonn,, CCoonnttaacctt::

CCoouunnccii ll oonn AAffrr iiccaann CCaannaaddiiaann EEdduuccaattiioonn:: ((990022)) 442244--22667788

BBllaacckk EEdduuccaattoorrss AAssssoocciiaattiioonn ((BBEEAA)):: ((990022)) 442244--77003366

BBEEAA ((TTooll ll FFrreeee)) 11((880000)) 556655--33339988

AAffrr iiccaann CCaannaaddiiaann SSeerrvviicceess DDiivviiss iioonn:: ((990022)) 442244--22558866

IMPORTANT ANNOUNCEMENT

AAffrr iiccaann NNoovvaa SSccoottiiaann

RReepprreesseennttaattiioonn oonn SScchhooooll BBooaarrddss

SScchhooooll BBooaarrdd EElleecctt iioonnss

✓ ✓

6

Rcommerce degree

program at Saint

Mary’s University.

Since then she has

also completed an

office automation

course at the Control

Data Institute, she took

a double major in micro-

computers and office adminis-

tration at CompuCo

llege and she’s taken a number of

home study courses, including one

in accounting. All towards a good

end (or good beginning) as her

skills enabled her to win her cur-

rent position at CACE where she’s

been increasingly inspired to pur-

sue her goal of becoming a teacher.

“I definitely want to look into better

education for African learners,” she

reveals. “There’s a need for more

Africentric-based schools, like

Nelson Whynder [Elementary] in

Preston, where self-pride is encour-

aged, because other schools won’t

give it to [African learners].”

However, she continues, black

teachers who lack cultural educa-

tion can be just as harmful as

insensitive white teachers.

Lacking passion isn’t a problem for

Saunders. Although she says her

plans may change, she’d ultimately

like to teach at the elementary

school-level because she loves kids

and has a big heart. She’s convinced

that other people in similar life cir-

cumstances wanting to continue

their education will “find a way to

do it if they want it badly enough.”

It’s been a struggle, but success

always entails sacrifice. Saunders

says it’s a combination of things

that have kept her going: Her

daughter, for one (“she’s very

encouraging”), but also “hard work,

perseverance and spiritual guid-

ance,” she continues. “My relation-

ship with the Lord gives me

strength to help keep me going.”

“But I’m finishing something I start-

ed and setting an example for my

daughter.” Saunders is working part-

time on her Bachelor of Arts degree,

with a double minor in English and

History, at Mount Saint Vincent

University in Halifax. Eventually she

hopes to pursue a degree in

Education.

Juggling such a full schedule is no

small feat for 33-year-old Saunders,

but she’s grateful for a built-in sup-

port network. Shylanda’s father helps

out a lot, she says, and both sets of

grand-parents also contribute to her

upbringing. “I don’t know what I’d

do without them along with other

family members and friends. I am

very fortunate and Blessed,” she says.

Becoming a teacher has always been

Saunders’ dream, but before she

graduated from High School in 1984,

a guidance counsellor discouraged

her from pursuing this course. “He

said there were no jobs for black

teachers and that I should go into

business.” She admits she was easily

dissuaded back in the day (times

have changed) so pursuing com-

merce was exactly what she did.

Saunders partially completed the

BacktoSchool

Pet

er D

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arsm

an

Biography of a StudentPPPPPPPP

“After 10 years it’s a challenge being back

in university,” admits full-time mother to

nine-year-old Shylanda and CACE adminis-

trative assistant, Rosalinde Saunders.

7

>Over 20 years ago, Dorrington embarked on gaining

the necessary credentials for her academic career.

She graduated from Dalhousie University in 1977

with a B.A. in Sociology. Shortly after she gained her

B.Ed., with a concentration in social studies and

reading, from Saint Mary’s University. After an eight

year respite, she completed her M.Ed. at Mount Saint

Vincent University. Although the workload could be

intense, she says she misses being immersed in an

academic environment with other adults where she

continually challenged her colleagues and professors

to be more inclusive of a culturally diverse perspec-

tive in their curriculum. “Educating the larger com-

munity is essential,” she points out. But she learned

from them as well. “I met a lot of diverse people with

different perspectives and backgrounds,” she says.

Dorrington grew up in a predominantly black com-

munity in New Glasgow with two brothers and three

sisters. “I tend to look back on it with rose-coloured

glasses,” she admits. “I was very secure and there was

a real sense of community.” Although her parents

never graduated from high school, they realized the

value of education. “They monitored us and stayed

involved in our education,” she explains. “It was

never a question of ‘if you go to university,’ it was

‘you will go to university, it’s just a question of which

one.’” Being poor and black was a valuable life lesson

in itself for Dorrington and the healthy competition

between she and her siblings provided another impe-

tus for her to excel academically. Each of her broth-

ers and sisters is successful, she continues, their

careers include business, law and information tech-

nology. “Even though some of my siblings are

younger I see how committed they are. Whenever I

have self-doubts, I see how they persevere. We owe a

lot to our parents,” she continues. “I’d give them my

last breath.”

Jocelyn Dorrington was born to teach. “I’ve found my niche,” she enthuses. “I

love doing what I do.” Although she wanted to become a social worker initially,

her role as an educator suits this self-professed “people person” equally as well.

Biography of an Educator

“We talked about what it was like being

the only black teacher and hardcore issues

such as racism and gender.”

BorntoTeach

P

Pet

er D

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an

8

In the Ashanti state of old,

villages were grouped into

territorial divisions. The chief

of the largest village in each

territory also ruled as the

chief of the division. Every

chief had his own ceremonial

stool, made for him when he

came to power and often

covered with silver. After the

chief ’s death, his stool would

be blackened with soot and

placed in the community’s

stool room along with those

of all the chiefs who had pre-

ceded him. There it would

remain forever as a memorial

to the dead leader.

Ruling over the divisional

chiefs was the king of the

Ashanti, who resided in the

national capital, Kumasi.

Each new king was installed

on the magnificent Golden

Stool, and vowed to safe-

guard and preserve it

throughout his reign.

across Canada including Vancouver,

Winnipeg, Toronto and Montréal.

Dorrington became the President of

NCBEC in October 1998, during the

bi-annual national conference of the

association held in Montréal – tak-

ing over the reigns from her mentor

and former NCBEC President, Brad

Barton.

As important as conversing with

other adults in an academic arena is

to Dorrington, her passion for con-

necting with youth is undeniable.

While at New Glasgow High School

she taught Physical Geography,

Sociology and Economics. She says

teaching young people was a reward-

ing experience for her because they

challenged much of what she said.

“This enabled me to stay engaged in

learning and seeking information,”

she admits. But perhaps one of the

toughest challenges that she faced as

a teacher was trying to convince her

students of the “delayed gratifica-

tion” of learning; that, ultimately,

education does pay off. “Several stu-

dents have come back to me,” she

recalls. “and they say, ‘You were right.

As a parent now, I understand what

you were saying.’” Such praise makes

Dorrington realize her struggles were

worthwhile, but it doesn’t go to her

head. “I feel humbled,” she says. “I

wasn’t expecting thanks.”

As an educator and as an African

Nova Scotian, Dorrington is acutely

aware of the special challenges that

face African Nova Scotian learners.

“First and foremost we have to

respect and accept them at their own

level, regardless of their economic,

social or political background,” she

advises. “They have to seek their own

direction, we can’t lay the path for

them. They’re bright, they’ll find the

answers. We have to expose our chil-

dren to what’s possible,” she contin-

ues, “and encourage them to give

back to the community.”

The church was also an important

part of Dorrington’s call to pedagogy.

A Christian organization called the

mission band, which provided a

social venue for the youth, also

taught young people good values,

morals and teamwork, with an

emphasis on education. The people

in the church community helped

shape who she is and what she does,

she adds. What’s more, the women in

her community choir taught her to

“always struggle for academic excel-

lence.”

Without these positive influences

Dorrington may never have realized

her true potential. She might not

have become an educator.

Consequently, her positions as a

Race Relations Coordinator for the

Chignecto Central Regional School

Board, Executive Director for the

Black Educators Association, BEA,

and her current position as Assistant

Director of the African Canadian

Services Division, might not have

become reality. “It was valuable and

insightful,” she says of her experi-

ence at the BEA. “It gave me an

opportunity to gain a provincial per-

spective.” As her horizons broadened

she developed useful skills like medi-

ation and teamwork, and, perhaps

most importantly, she connected

with other black teachers who

shared similar experiences. “We

talked about what it was like being

the only black teacher and hardcore

issues such as racism and gender.”

She also discovered a good friend

and mentor in past BEA president

Brad Barton, who was the first

African Nova Scotian high school

principal in this province. It was the

encouragement of Brad Barton and

her broad base of skills and perspec-

tives which won Dorrington the post

of President of the National Council

of Black Educators of Canada

(NCBEC). NCBEC is a national ver-

sion of the BEA. It has chapters

PPPPPPPPPPPPP

A chief’s stool from Zaire, with

a round seat and base like the

Golden Stool of the Asanti.

QQQQQQ

In September of last year the Black

Educators Association celebrated its

diamond anniversary. The event was

well-attended and the mood was fes-

tive. Those in attendance included

members of the Black Business

Initiative, the Council on African

Canadian Education, the Royal

Canadian Mounted Police and, of

course, the BEA. As the message

from BEA President Lorna Crawley-

Mulolani pointed out, the presence

of attendees “[Is] a testament to

your interest in some aspect of edu-

cation for and by black learners in

Nova Scotia. We are all educators,”

her message reminded us, “whether

on our jobs, in our homes or in our

communities.”

Sunday Miller, Executive Director of

the BEA, characterizes the history of

the organization as “rich and deter-

mined.” Indeed, since educator Gus

Wedderburn and others established

the BEA in 1969, this grassroots

community organization has com-

mitted itself to improving education

for all African Nova Scotians.

According to Miller, part of the

BEA’s mission statement “is to

ensure that African Nova Scotians

within the education system are

able to achieve their maximum

potential.” This is brought about in

a number of ways, she continues.

“We monitor the development of

an equitable education system; we

seek and encourage cooperative

ventures with other organizations

like Community Services, the

Department of Education, HRDC,

and community colleges.” Such

partnerships are forged to impact

positively on the educational fulfil-

ment of African Nova Scotians.

In 1971, the Negro Education

Committee, inspired by the civil

rights movement south of the bor-

der, changed its name to the Black

Educators Association. It also

adopted a plan of attack in order

to eliminate three entrenched

problems: “High drop-out rates;

racist, discriminatory textbooks;

and the under-representation of

blacks on the teaching force.”

Undeniably, the BEA has made its

mark on these three fronts, but it

goes without saying that these

struggles continue to this day.

“The BEA has done a number of

different things,” Miller informs

me. “We have tutoring programs

for youth and academic programs

for adult learners. We’ve also pro-

duced two volumes of Beneath the

Clouds of the Promised Land,

which is a text used in African

44444444

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BlackEducator’sAssociationOver 30-and still growing strong!

9

Last year the BlackEducators Associationcelebrated its diamond

annivesary.BBllaacckk EEdduuccaattoorrss AAssssoocciiaattiioonn ooffff iiccee

llooccaatteedd aatt 22334455 GGootttteennggiinn SSttrreeeett,, HHaall ii ffaaxx

10

Canadian studies at the high school-

level.” Additionally, former BEA

President, Sheila Lucas-Cole, and

former BEA Executive Director,

Robert Upshaw, were involved in cre-

ating a framework for the Black

Learners Advisory Committee

(BLAC), from which the Council on

African Canadian Education (CACE)

and the African Canadian Services

Division (ACSD) were later formed.

The proud accomplishments of the

BEA’s past 31 years are too numerous

to mention. However one thing

remains clear. “ The struggle for edu-

cational equity will never be over

until every black child is able to

maximize his or her true potential in

Nova Scotia’s schools. That remains

the vision of this proud provincial

association.”

Without this vision, last years cele-

bration would not have taken place.

“The purpose of the diamond

anniversary was to celebrate 30 years

of BEA achievement, to feel good

about that,” says Miller. “And to

honour retirees and those who

have been of benefit and assis-

tance to African Nova Scotian

learners.”

There may be a shortage of black

educators, but there is no deficit

of commitment on behalf of those

who have dedicated their lives to

teaching. Honorees included past

BEA President Brad Barton,

whose educational career spans

32 years, Joan Borden, Garnet

Cross, Gloria Fairfax and Gerald

Tynes. Many more were honoured

and each was deserving of recog-

nition. Also, Chicago-born

keynote speaker and veteran edu-

cator, Dr. Barbara Sizemore, deliv-

ered a powerful speech which one

attendee described as “spirited

and inspiring.”

Overall last years diamond

anniversary was a success. Miller

agrees, but not without circum-

spection. “I listened to the cre-

dentials of the retirees and I

found it very surprising that so

many never were more than

teachers.” Many had toiled in the

education system for over 20

years, she adds, and many hold

masters degrees, but never pro-

gressed beyond teachers. “We’ve

done a lot, but we still haven’t

made the education system an

equal opportunity employer.” A

sad reminder to an otherwise

accomplished organization.

“The BEA has done a

number of different

things,” Miller informs

me. “We have tutoring

programs for youth and

academic programs for

adult learners. We’ve

also produced two vol-

umes of Beneath the

Clouds of the Promised

Land, which is a text

used in African

Canadian studies at the

high school- level.”

This stool, like many others

from Central and West Africa,

was actually a throne. Most

Africans, young and old

squatted on the ground or on

mats in their dwelling. But

the tribe’s chief sat on a

stool. It represented his

power and athority, and each

of its features had a symbolic

meaning.

Wood chief’s stool from

Cameroon in West africa. The

rows of faces at the bottom rep-

resent the skulls of slain ene-

mies, while the lepoards carved

on the arms are symbols of

royal power. The cheif rides the

lepoard on the left

QQQQQQ

BThe little star

always shines

while the great sun

is often eclipsed.

- African proverb- African proverb

6The sight of

books removes

sorrow from the

heart.

TEducational ForumPPPPWWhhaatt iiss aann AAffrriicceennttrriicc

LLeeaarrnniinngg IInnssttiittuuttee??

The philosophy of the Africentric Learning

Institute being proposed by CACE will

entail several features:

The Africentric Learning Institute proposes

to be a first class facility with staff and

resources engaged in: research, curriculum

development, teacher education, communi-

ty development, policy analysis and publish-

ing. It will be dedicated to excellence in

educational research and practice. Most

importantly, the Africentric Learning

Institute will assist African Nova Scotians to

forge a positive identity, and to value their

unique and distinct culture and history.

WWhhyy aann AAffrriicceennttrriicc

LLeeaarrnniinngg IInnssttiittuuttee??

CACE’s inception was an indirect conse-

quence of political action surrounding edu-

cational issues in the African Nova Scotian

community. One of the main events which

spawned the establishment of its predeces-

sor (BLAC) were the existing racial tensions

between Black and White students at Cole

Harbour High School which erupted in

1989. This event sparked widespread dis-

cussion and debate on the issue of educa-

tional inequity in the African Nova Scotian

community. Consequently, the BLAC

Report of Education promoted the estab-

lishment of an Africentric Learning

Institute (ALI) to assist in curriculum devel-

opment, research as one possible solution

toward redressing educational inequality

and empowering African Nova Scotian

learners.

11

–Part of the Vision

of CACE

Dr. Patrick Kakembo

Dr. Wanda Thomas-Bernard

Establishing an

Africentric Learning Institute

12

PPPPPPPPPPPP

WWhhaatt iiss AAffrriicceennttrriicciittyy AAnnyywwaayy??

To answer this question we asked several educators to participate in our Educational Forum. Although

the collective responses varied, the core theme was unified.

Ken Fells of Nelson Whynder Elementary says Africentricity

is a 24-7 mind set. “It introduces the intricacies of Africa

and African heritage into daily life,” he explains. “Although

it’s African-centred education, it brings aspects of other edu-

cation systems into it: Greek, Chinese, Roman.”

“It’s a pretty solid foundation,” he continues, “and it works.”

Africentricity has a basis as solid as the great pyramids of

Egypt. Dr. Patrick Kakembo of the African Canadian Services

Division (ACSD), points to these intellectual wonders of the

world as representative of African engineering excellence.

Africentricity, he adds, is the intent to restore confidence in

our intellectual capabilities. “Look at what has been accom-

plished even during slavery and colonialism,” he asserts.

“The message is simple: We are as capable as anybody.”

Dr. Wanda Thomas-Bernard of the Maritime School of Social

Work, emphasizes the applicability of Africentricity to all

Africans in the Diaspora. “Africentricity is rooted in a philos-

ophy of shared common experiences and interconnectedness

amongst people of African descent,” she says. “[It’s] about

centering people of African descent as active agents and

subjects of their own experience, rather than objects of

those experiences.”

While Dr. Harvey Millar of The African Canadian Education

Project ( ACEP) and professor at Saint Mary’s University,

observes that Africentricity promotes acceptance of African-

centred knowledge among African peoples. “Further,” he

continues, “Africentric education has a transformative quali-

ty that reconstructs the uniqueness of African ingenuity and

deconstructs the hegemonic hold of alien knowledge over

our lives.”

“Africentric education has a transformative quality that reconstructs the

uniqueness of African ingenuity and deconstructs the hegemonic hold of

alien knowledge over our lives.”

Ken Fells

Dr. Harvey Millar

Pet

er D

. M

arsm

an

13

CCAACCEE wwiisshheess ttoo eexxtteenndd wwaarrmmeesstt ccoonnggrraattuullaattiioonnss to Brad Barton,

former chairperson of CACE, on his appointment to the Order of Canada.

The Order of Canada award pays tribute to Canadians who exemplify the

highest qualities of citizenship and whose contributions enrich the lives of

their contemporaries. The Latin motto of this fraternity of merit-desiderantes

meliorem patriam- proclaims the aspirations of its members who in their

lives and work, have shown that “they desire a better country”.

Brad Barton is a former school teacher, principal, school superintendent and

Race Relations Cross Cultural Understanding and Human Rights Co-ordina-

tor (RCH) with the Halifax Regional School Board.

Originally from Digby Nova Scotia, since retiring in June 1997, Mr. Barton

has operated his own consulting firm Barjun Consulting.

What is The Order of Canada?

Comprising orders, decorations, medals, armorial bearings and other

heraldic devices, the Canadian Honours System was established on July 1,

1967 with the creation of the Order of Canada. The Order of Canada is the

keystone of our system of honours. It pays tribute to Canadians who exempli-

fy the highest qualities of citizenship and whose contributions enrich the

lives of their contemporaries. The latin motto of this fraternity of merit-

desiderantes meliorem patriam- proclaims the aspirations of its members

who, in their lives and work, have shown that “they desire a better country”.

The three levels of membership are designed to embrace a spectrum of

achievement and service. Appointments to the Companion level (C.C.) are

made to recognize national service or achievement; the Officer level (O.C.)

recognizes national service or achievement; and the Member level (C.M.)

recognises outstanding contributions at the local or regional level or in a

special field of activity. Other than the right to use post-nominal letters and

to wear the insignia of the Order on appropriate occasions, membership in

the Order brings no special privileges and no monetary reward.

Anyone may submit a nomination to the Order of Canada of any worthy indi-

vidual. The Governor General presides over the affairs of the Order of

Canada. An Advisory Council, chaired by the Chief Justice of Canada, assess-

es the merits of persons who are nominated and recommends to the

Chancellor the names of those considered to be the most worthy of appoint-

ment. Appointments are made, on behalf of the Sovereign, by an Instrument

signed by the Governor General.

The number of new members each year is limited to 15 Companions, 64

Officers and 136 Members, and the maximum number of living Companions

is 165. There are no posthumous appointments. The insignia are presented

by the Governor General at investiture ceremonies which are held at her

official residence.

ORDER OF CANADA

Brad Barton, C.M.

T

14

The 10th Anniversary

Global Summit of Women

2000

Johannesburg, South Africa

October 5-7, 2000

sponsored by DaimlerChrysler

Corporation Fund

• Join women business, professional,

and entrepreneurial leaders from

around the world.

• Meet influential African women

ministers.

• Share strategies to promote

women’s economic empowerment.

• Grow your business across borders.

• Use E-commerce and technology to

increase profitability.

• Discover innovative ways of

financing.

• Attend a session at the

Johannesburg Stock Exchange and

receptions at the Presidential Guest

House and one given by U.S.

Ambassador Del Lewis.

For more inforomation:

http://www.globewomen.com/Global_

Summit/global_summit.html

The African Nova Scotian

Music Association

Presents

The 3rd Annual Music

Awards Show

November 11th 2000,

6:30 to 10:00 PM

Alderney Landing Theatre, Dartmouth

Waterfront

The evening pays tribute to the

African Nova Scotian artists.

Come honour and celebrate the

African Nova Scotian musical experi-

ence!

Ticket prices and availability, to be

announced.

Contact: Ed Matwawana 434-4451

e-mail: matwaking@hotmail.com OR

ansma@hotmail.com

Remembering Black

Loyalists,

Remembering Black

Communities

Exhibition Schedule

September 12 – December 20

Shelburne County Museum

Contact the Museum at 875-3219 for

hours

January – March 2001

Antigonish County Museum

Contact the Musem at

863-6160 for hours

“Four the Moment” - -

Returning to the Source -

Sacred Songs Sacred Soils -

This long awaited Nova Scotian tour

celebrates, honours, and bears witness

to the African Nova Scotian experience

past present and future.

The women of Four the Moment are

torch bearers. Their music weaves sto-

ries from the past and present to

reveal the history of a people whose

lives and struggles have much to teach

future generations of Canadians.

Tour Dates and Destinations

OOcctt.. 2266,, 22000000 88pp..mm..

The Boardmore Playhouse

U.C.C.B. Campus – Sydney

OOcctt.. 2277,, 22000000 88pp..mm..

The Trinity St. Stephen’s Church

1 Ratchford St. – Amherst

OOcctt.. 2288,, 22000000 88pp..mm..

Christ’s Church

128 Hammond St. – Shelburne

OOcctt.. 2299,, 22000000 88pp..mm..

The Rebecca Cohn Auditorium

Dalhousie Art Center – Halifax

For more information contact:

Brown Sugar Productions,

Shelley Fashan (902) 461-4064

CCOOMMMMUUNNIITTYYCCAALLEENNDDAARR

L

Wealth if you use

it comes to an end,

learning if you

use it increases..

- African proverb

Pet

er D

. M

arsm

an

What is CACE?

The Council on African Canadian Education (CACE)

is the updated, elevated version of the Black

Learners Advisory Committee (BLAC). Formed in

1990, the BLAC was the response to the ongoing strug-

gles of African Nova Scotians to eliminate racism and

receive equity in education.

In order to fulfill its mandate, the BLAC released a com-

prehensive study in December 1994. Encompassing 46

recommendations and three volumes, the report was

entitled BLAC Report on Education-Redressing

Inequality, Empowering Black Learners. One of the pri-

mary recommendations stated that the BLAC have its sta-

tus upgraded to a Council on African Canadian

Education. In January 1996, the Nova Scotia Legislature

formalized this recommendation and CACE came into

being.

The mandate of CACE in respect to the Black Learner

Advisory Committee final report is to provide advice and

guidance to the Minister of Education with respect to

programs and services for African Nova Scotian Learners.

CACE performs a variety of roles including: monitoring

the implementation of the recommendation of the BLAC

Report on Education; reviewing and analyzing policies,

programs and services of the Department of Education as

they relate to African Nova Scotian learners; advocating

and soliciting the views of African Nova Scotian learners

and ensuring the presentation of these views to govern-

ment; and fostering the development of Africentric edu-

cational values.