If you were to flip open your high school yearbook to the faculty photospread, you’d likely notice a few things: pictures of several teachers you liked, ones who made a real difference in your life, and probably a small handful you were happy to never speak to again after you graduated.

And if you grew up in Nova Scotia—or almost anywhere in this country, for that matter—you might also notice that the majority of those faces are white. Disproportionately so. A 2020 census by the Ontario Principals' Council found that 83% of its teacher workforce identified as Caucasian, which is a notably larger proportion than Ontario's general population data from that year (68%).

While there isn’t comparable data that’s been collected in Nova Scotia, reviewing graduating classes from B.Ed. programs and staff lists in Nova Scotia schools tells a similar story.

While many of these teachers may be terrific, this lack of diversity and representation has profound implications. Research confirms that students engage more in class, perform better academically, have higher self-esteem, and are more likely to pursue higher education when they see themselves reflected in their teachers. It reasons, then, that when young people in marginalized communities go their entire academic lives without the presence of teachers who share their cultural background, they're at a disadvantage.

For African Nova Scotians—a community with a 400-year history in the province but a legacy of systemic exclusion—representation in education has been dire.

This January, Acadia University’s School of Education took a bold step to help address this gap by welcoming the first cohort of its Africentric Bachelor of Education (B.Ed.) Program. Developed in partnership with the Delmore “Buddy” Daye Learning Institute (DBDLI), the program strives to dismantle systemic barriers, elevate Africentric values, and create a new generation of educators who can serve as representational role models for African Nova Scotian students and beyond.

Disrupting engrained systems and building another way

Dr. Késa Munroe-Anderson is the program coordinator of the Africentric B.Ed. Cohort (or the ABC). Together with School of Education faculty Dr. Martin Morrison, DBDLI’s CEO, Sylvia Parris-Drummond and DBDLI’s ABC Coordinator, Loice Busingye, Dr. Munroe-Anderson is passionately building and evolving the ABC, and in doing so, tackling tough issues head-on.

“Anti-Black racism and systemic oppression have traditionally been woven into the very fabric of Nova Scotia’s education system,” says Dr. Munroe-Anderson. “The gap in educator representation is not a reflection of Black communities being in deficit. It is a reflection of deficits that we in educational institutions need to address within our systems  including our admissions requirements, program offerings and delivery, curriculum, and faculty representation.”

By offering scholarships, flexible scheduling, representational faculty and mentors, and a culturally responsive curriculum, the program is designed to empower African Nova Scotians to become educators who can bring their lived experiences and cultural knowledge into the classroom.

Addressing barriers through innovative adaptations

Since the program’s conception, the team has worked to identify and remove barriers. With all students working fulltime in the education system, it was important that the class schedule offered flexibility. Mixed modality courses are being provided, including weekend, evening, virtual, and in-person options.

While financial hurdles were addressed early in the planning — and scholarship support acquired — Dr. Munroe-Anderson and Acadia administrators quickly noticed that specific prerequisite requirements were posing a challenge. With the backing of the Vice-President Academic’s office, Acadia University has provided tuition-free courses in math and science to ABC applicants.

Mathematical Concepts I and II and Human Biology I — all undergraduate courses — have been taught within an Africentric framework for the first time at Acadia, by an instructor of African descent, Professor Damion Pollard, who is implementing a culturally responsive teaching style.

The difference of approach offered by Professor Pollard was immediately felt by his students. “These classes are joyful experiences, even for students who previously had negative math and science learning experiences during their P-12 and postsecondary education,” Dr. Munroe-Anderson explains.

Africentricity and representation at the core

It’s that approach that is at the heart of the Africentric B.Ed. program. Faculty and administration are intentionally creating learning opportunities where students of African descent feel centered in their history, culture, and lived experiences.

Readings, films, and assignments engage students in critical analysis that revolves around the values, perspectives, and journeys of African peoples. Some classes will be held in African Nova Scotian communities, including a class taking place in the Upper Hammonds Plains Community Centre, which was once a segregated, one-room schoolhouse. During class time, other rooms at Acadia have been visually transformed with artifacts, books, and other culturally symbolic items that give students a sense of belonging and ownership.

Additionally, the program’s instructors are all persons of African descent, providing students with academic representation and mentorship that — for most— is a first.

Tia David, an ABC student and an Early Childhood Educator Support, shares an all-too-common experience of African Nova Scotians. “In school, I never had a teacher who looked like me. This made it difficult to envision myself in the field of education.”

“This means that Black students continue to grow up without seeing themselves reflected in their teachers,” Tia explains. “Representation is important especially in the public school system because it helps eliminate systemic biases, improves student academic success, and provides role models who truly understand the cultural and historical context of African Nova Scotian communities. When students see a teacher who looks like them and shares similar experiences, it gives them confidence, a sense of belonging.”

Creating community within the coursework

Curriculum, faculty, and framework choices aren’t the only way the ABC differs from other higher education offerings. The program is built on the Ubuntu philosophy, which emphasizes the interconnectedness of humanity: “I am because we are.”

The ABC reflects this through the building of strong relationships, solidarity, and collective responsibility. Students, faculty, and staff are viewed as part of the “ABC family,” a supportive community that values collaboration and mutual respect. Shared meals, provided by DBDLI, are a regular part of the in-person classes.

For this first wave of students in the program, the emphasis on Ubuntu has taken the ABC beyond an academic opportunity. Angelia Rao is a preservice teacher and an African Nova Scotian Student Support Worker. She describes the program as a “Black-affirming academic space” that offers peer-to-peer support, emotional encouragement, and a platform to explore racial counter-narratives. “I can freely and openly share my experiences with anti-Black racism without fear of judgement or dismissal,” she says.

Charmaine Willis, another student in the program who also works as an African Nova Scotian Student Support Worker, shares in this sentiment. “The best part is the engagement and collaboration in sharing our lived experiences in our current roles in the education system,” she says.

A vision for the future

Dr. Munroe-Anderson sees great potential in how an Africentric approach could improve the academic landscape at Acadia and beyond. “This program has sparked so much excitement, many conversations, and inspired innovative thinking about how we can address systemic barriers.”

“I believe the ABC students, faculty, and staff will be recognized as knowledge leaders, and that other departments, units, and campuses will seek to access this knowledge to foster transformative change within their programs as well.”

For current ABC students, there’s a strong sense of hope and determination about the differences they’ll soon make as teachers. Angelina, who struggled with negative experiences in the public school system as a child, believes the ABC program has empowered her to provide the next generation of learners with a more supportive classroom.

“I feel confident in my ability to provide a safe and inclusive learning environment where students feel welcomed, valued, accepted, understood, and cared for,” she says.