Afrocentric programming online cut for students after the reopening of virtual elementary schools

BY PAUL JUNOR

In many ways the Afrocentric Alternative School has offered a distinctive and unique academic programming to the Toronto District School Board since it started in 2009. According to its website it is distinguished by the, “Integration of the diverse perspectives, experiences and histories of people of African descent into the provincial mandated curriculum.”

Many parents of black students have been supportive of its three key outcomes, which include: high academic achievement, high self-pride and high motivation to success.

The Afrocentric Alternative School is one of nineteen academic programs within the TDSB that are targeted to specific elementary students. They are unique in delivering learning opportunities for students who require additional support, and resources beyond academic and emotional support.

The COVID-19 pandemic had a major impact on the delivery of these unique academic programming. Yet, many of these programs remained available to students during the closure of elementary schools. It thus came as a surprise to many parents when the TDSB informed them that it was not able to provide Afrocentric programming online to students with the reopening of virtual elementary schools on Tuesday, September 22^nd, 2020.

It has not been easy for the TDSB as it faced unanticipated enrolment in its online learning. About 18,000 parents opted to enrol their children in its virtual school. Ryan Bird (media relations manager of the TDSB) stated that, “At this time, alternative programs will not be available through virtual school. With more than 77,000 students in the TDSB virtual school, we do not have the resources to support the instructional focus of each of the TDSB’s alternative schools in the virtual school environment.”

He assures concerned parents that, “Where possible, we will try to keep students from individual schools together, however, this may not be possible.”

This has not been acceptable to Tamara Griffiths and other families with children who attend the AAS. She started a petition on Change.org to put pressure on the TDSB.  It has received 630 signatures and CBC News reported that she told them, “We’re very shocked because it’s part of the school. They proved they could do it. Why can’t you continue it now knowing you have six, seven months to put it together.”

She knows personally how her daughter Anatasia has benefitted from being at the AAS. She stated, “She would come home and she could tell me about: Jackie Robinson, Rosa Parks, Malcolm X at the age of four.”

She particularly enjoys the environment that the AAS creates: a safe, nurturing, enriching and empowering place. Tamara observes, “It’s not just about my children or your children. This is a community; we’re working together as a community to do what’s right for these children.” This shows the level of community engagement that prevails at the AAS. It reminds one of the African proverb, “It takes a village to raise a child.”

There is no doubt that the COVID-19 pandemic has created additional stress on the AAS. Many in the black community had expressed concerns that it was lacking in resources, support and funding. The decrease in enrolment in 2019 has been of major concern because educational funding is often tied to enrolment. There is much hope that the school will continue to maintain its unique perspective rooted in African: history, culture, tradition and values.