Category Archives: Toronto Africentric Schools Issue

Toronto: Africentric schools no cure for low IQ

“The (Africentric) school concept finally got approval last November. It opened this month at Scarborough’s Winston Churchill Collegiate as the Africentric Leonard Braithwaite Program, named after Ontario’s first black MPP… Enrolment? Six… Teaching staff? Three, as of last Friday.”

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Africentric schools: Warring against nature

In my opinion, Lorrie Goldstein, (see article below), delivers an excellent analysis of the Africentric schools issue, insofar as he goes.

I do not think for one second that “African” students suddenly run into trouble the instant they step onto Canadian soil.  They have problems in the Caribbean, and they have problems in Africa.  Their cognitive inability, and lack of incentive to concentrate and learn, are not a result of their moving into White societies.

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Toronto: Depressing evidence of Black inability and failure

“The secondary school would allow students to continue learning in a supportive environment that celebrates and teaches their heritage…”

“Trustee Maria Rodrigues caused some controversy when she said she considered voting against an Africentric high school, an act of discrimination.”

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School segregation not the answer

“We’re pleased for students and parents that the existing program at the Africentric Alternative School is doing well, but any school can be made to work if enough resources are thrown at it.

“Dealing effectively with the high black drop-out rate involves both blacks and whites — and everyone else — acknowledging uncomfortable truths.”

In my opinion, the one ‘uncomfortable truth’ that won’t be addressed, by the Toronto School Board or by any government agency or political party, is the significantly lower average IQ of blacks as compared to whites.

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Segregated Black school performing well – with a little help

According to the story below, Toronto’s “Africentric” school results so far “significantly” exceed the average results for the Ontario public school system. 

Then again, smaller class sizes and the extra attention given to each student  has to have made a difference;  “High expectations, consistent routines, a strong sense of purpose based on African cultural principles that students are steeped in during daily opening exercises, after-school tutorials and close, caring attention by teachers are things (Principal Thando) Hyman believes have fuelled students’ success.” 

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