Segregation or "Thinking Black"?: Community Activism and the Development Of Black-Focused Schools in Toronto and London, 1968-2008

Autor/in	Johnson, Lauri
Titel	Segregation or "Thinking Black"?: Community Activism and the Development Of Black-Focused Schools in Toronto and London, 1968-2008
Quelle	In: Teachers College Record, 115 (2013) 11, (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-9620
Schlagwörter	Foreign Countries; Case Studies; Interviews; Immigration; Blacks; Comparative Analysis; Civil Rights; Afrocentrism; Educational History; School Segregation; Educational Policy; Elementary Schools; Activism; Culturally Relevant Education; Cross Cultural Studies; Underachievement; Social Influences; Political Influences; Oral History; Canada (Toronto); United Kingdom (London) + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Black person; Schwarzer; Bürgerrechte; Grundrechte; Zivilrecht; Afro-centrisme; Afrozentrismus; History of education; Bildungsgeschichte; Politics of education; Bildungspolitik; Elementary school; Grundschule; Volksschule; Aktivismus; Politischer Protest; Cultural comparison; Kulturvergleich; Performance deficiency; Leistungsschwäche; Sozialer Einfluss; Political influence; Politischer Einfluss; Oral tradition; Mündliche Überlieferung
Abstract	Background/Context: On January 29, 2008 the Toronto District School Board (TDSB) approved a city-wide Africentric elementary school under their Alternative School policy, sparking a contentious debate. Calls for Black-focused schools also arose in 2008 in London in response to the disengagement of African Caribbean youth. The historical record indicates, however, that community campaigns for Black educational programs stretch back over 40 years in both cities. Focus of the Study: This paper analyzes the development of Black-focused education in Toronto and London from 1968 to 2008 through the responses of Black parents and community activists to the historic underachievement of African Caribbean students (particularly males) in the public schools of both cities. Black-focused education is situated within the larger social, political, and national contexts and the critical incidents that fueled the development of race equality policy. The article explores how the "politics of place" influenced the trajectory of Black-focused education in each city. Research Methodology: Two parallel historical case studies were conducted using primary source material from community-based archives, secondary sources on the history of African Caribbean immigration and the development of Black community organizations, and oral history interviews with 10 Black education activists in Toronto and 7 activists in London. Conclusions: This comparative study conceptualizes this transnational phenomena as "resistance to racism" and examines how Black-focused curriculum and ideology was adapted to local conditions in Canada and Britain. Parents and community activists aimed to develop the citizenship rights of African Caribbean students, establish a diasporic sensibility, and promote the right of children of African descent to a quality education wherever they may reside. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10