Reconnecting and reclaiming Africentricity: Applying Africentric principles and pedagogy in early learning and child care settings

Milena Pimentel; Justin West; Moashella Shortte; Kiara Sexton; Trina Fraser; Anne Briscombe; Kerri Johnson; Barbara Hamilton-Hinch; Crystal Watson; Jessie-Lee D. McIsaac

doi:10.37291/2717638X.202563648

Authors

Milena Pimentel Mount Saint Vincent University https://orcid.org/0000-0003-4609-0585
Justin West Nova Scotia Community College https://orcid.org/0009-0004-2738-1277
Moashella Shortte Nova Scotia Community College https://orcid.org/0009-0003-4491-1404
Kiara Sexton Mount Saint Vincent University https://orcid.org/0009-0008-7600-6173
Trina Fraser East Preston Day Care and Family Resource Centre https://orcid.org/0009-0005-0791-2509
Anne Briscombe Nova Scotia Community College https://orcid.org/0009-0006-0579-1974
Kerri Johnson YWCA Halifax https://orcid.org/0009-0006-9007-0118
Barbara Hamilton-Hinch Dalhousie University https://orcid.org/0000-0002-0189-3723
Crystal Watson Dalhousie University https://orcid.org/0000-0001-6716-2467
Jessie-Lee D. McIsaac Mount Saint Vincent University https://orcid.org/0000-0002-9294-5313

DOI:

https://doi.org/10.37291/2717638X.202563648

Keywords:

Africentric education, Racial justice, Participatory research, Early childhood care and education, Social justice, Anti-racist pedagogical practice, Anti-racism, Photo-voice

Abstract

An Africentric Early Childhood Education diploma program offered in Nova Scotia (Canada) at the Nova Scotia Community College has been highlighted as a community asset, bringing strength to the early childhood sector. Underpinned by the philosophy of Ubuntu, this pre-service training fosters a supportive learning environment for Black early childhood educators. This research used a Photovoice methodology to explore the application of Africentric principles and pedagogy from participants (n=12) who were graduates of this program and working in early childhood settings during the time of the study. Through a series of workshops, participants identified five key themes: 1) I am the foundation; 2) Connection; 3) Our cultural identity; 4) Self-expression; and 5) Support. Participants referred to themselves as foundational for driving change in early childhood education and curated environments that offered authentic learning experiences of cultural advocacy. At the same time, participants shared feelings of not being supported in their practice as educators, primarily by program administrators, which hindered trust. Participants collectively developed recommendations for the early childhood sector to improve cultural safety and responsiveness. The results from the study are transferable to other educational settings in efforts to challenge systemic racism and ensure safe working environments for educators.

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