Africentric Practices in the Classroom
Sankofa Journal (Reflection Journal or Learning Journal):
Have one folder for reflection purposes, where students can reflect on things they may want to share about their day or what they learned, connections they made, or what stood out to them. This duotang or folder can be called a Sankofa Journal. The name Sankofa is an African bird that symbolizes looking back at the past and acknowledging the past and use it to help us reach our full potential in the future. Students can learn the meaning of the name and why it is important to reflect African history; and to carry on traditions of this history into the present and future. Put the Sankofa label on the front of the journal, as this picture will help students know what the journal is for and provides a visualization that younger students need.
Note: For Gr. Primary, students can start out by having a class journal (I use a large Art sketch pad) where students can construct our journal together (shared writing) with a picture and sentences. After students are comfortable with this and are beginning to use the word wall and recording sounds in words, they can move on to independent journals. Get students to design their own journal with a duotang with writer's workshop paper inside (large box for a picture with some lines if they are ready to record words). Put a Sankofa Journal label on the front cover.
- Principles of Learning Document- Public School Programs 2003-04 (Dept. of Ed, 2004). This document provides support of the use of Sankofa Journals "as it provides students with reflection, allows them to show different ways of knowing and representing knowledge, & constructing knowledge and making it meaningful".
Classroom Code of Conduct:
Every classroom teacher is responsible as stated in the Nova Scotia Education Act to establish a Classroom Code of Conduct with their students and to enforce it. This should align with the School's Code of Conduct, which in turn is based on the Regional Code of Conduct. Many schools in Nova Scotia have a Code of Conduct that entails “Respect for Self, Others, Learning, and Environment”. If you refer to the Ma'at Principles below, you can see how using these as the basis for the Classroom Code of Conduct aligns with the School Code of Conduct.
Ma’at Principles- Truth, Justice, Harmony, Balance, Order, Reciprocity, Propriety
Here is an example of a Classroom Code of Conduct based on Ma’at Principles, however I encourage you to teach the principles with your students and get them to come up with statements based on the principles. It may require some coaching with the younger students but it is important that they are involved in the process.
Every classroom teacher is responsible as stated in the Nova Scotia Education Act to establish a Classroom Code of Conduct with their students and to enforce it. This should align with the School's Code of Conduct, which in turn is based on the Regional Code of Conduct. Many schools in Nova Scotia have a Code of Conduct that entails “Respect for Self, Others, Learning, and Environment”. If you refer to the Ma'at Principles below, you can see how using these as the basis for the Classroom Code of Conduct aligns with the School Code of Conduct.
Ma’at Principles- Truth, Justice, Harmony, Balance, Order, Reciprocity, Propriety
- Provincial School Code of Conduct and School Code of Conduct Guidelines (Dept. of Ed, 2008)-document that supports the implementation of Code of Conduct and provides and overview of what teachers and administration are responsible for in providing a safe, positive learning environment for all.
Here is an example of a Classroom Code of Conduct based on Ma’at Principles, however I encourage you to teach the principles with your students and get them to come up with statements based on the principles. It may require some coaching with the younger students but it is important that they are involved in the process.
- I will be truthful to myself and others.
- I will make good choices and accept consequences of my actions.
- I will be positive, work together with classmates, and will be a part of a team.
- I will be proud of myself, my culture and race.
- I will help others and use kind words.
- I will treat others with respect and accept their differences.
- I will work hard to empower myself, my family, and my community.
Umoja Circles:
Using Umoja or unity circles is a great way to share information, reflecting, or for explicit teaching in groups. It symbolized togetherness and egalitarianism in which every person in the circle has an equal voice including the teacher. The teacher is not seen as the authoritarian. It also is useful for the speaker to hold an object that symbolizes African heritage. This gives a visual to students and signals the importance of listening to the speaker. It also signals that everyone will be given the opportunity to have a voice and that their voice is important. This fosters respect for one another and a sense of community.
Using Umoja or unity circles is a great way to share information, reflecting, or for explicit teaching in groups. It symbolized togetherness and egalitarianism in which every person in the circle has an equal voice including the teacher. The teacher is not seen as the authoritarian. It also is useful for the speaker to hold an object that symbolizes African heritage. This gives a visual to students and signals the importance of listening to the speaker. It also signals that everyone will be given the opportunity to have a voice and that their voice is important. This fosters respect for one another and a sense of community.
- Principles of Learning Document- Public School Programs 2003-04 (Dept. of Ed, 2004). This document provides support of the use of Umoja Circles "as it provides students with reflection and engages students in active listening"
Oral Language & Kuumba (Creativity):
Too often in schools, not enough value is placed on oral language or creativity, as a way of learning and knowing, but this is explicitly stated in the English Language Arts Curriculum in which all teachers must follow in Atlantic Canada. The sections “Listening and Speaking” and “Writing and Other Ways of Representing” incorporate these other ways of representing by encompassing oral language, poems, rhymes, songs, call and response, plays, dance, and art. These are also important qualities that are deeply rooted in African heritage; and our students learn best when given these opportunities to express themselves. Students need to be allowed to have lots of opportunities to express themselves in other ways than just written, and be assessed on these “other ways of representing”. The power of oral language and creativity within African Nova Scotians students is great.
The Foundation for Atlantic Canada English Language Arts Curriculum document states:
"Writing and other ways of representing involves students in working towards various processes independently and collaboratively to explore, construct and convey meaning; clarify and reflect on thoughts, feelings and experiences; and use their imagination. This variety will include in addition to written language, visual representation, drama, music, dance, movement, media production, technological and other forms of representation" (p. 13).
- Principles of Learning Document- Public School Programs 2003-04 (Dept. of Ed, 2004)- document supports the use of Oral Language and Creativity by recognizing that "learning is a process of actively constructing knowledge, making it meaningful in terms of prior knowledge and experiences, & learners have different ways of knowing and representing knowledge".