RE/envisioning School Leadership from the Perspectives of Parents of Students of African Descent

In Canada, students of African descent continue to experience structural racism and inequities in the education system. This qualitative study investigates the role of school leadership and community engagement, from the perspective of parents of students enrolled in an Africentric High School cohort. The purpose of the research was to explore the first voices of the parents about their involvement in their child’s experiences in the Africentric cohort. Data was gathered through two, focus group discussions with 11 parents. The discussions were transcribed, coded and analyzed drawing on a framework of Critical Race Theory (CRT) and the Nguzo Saba principles. Based on the first voices of the parents, four themes emerged: (a) the importance of informed communication, (b) building inclusive communities, (c) culturally relevant learning experiences, and (d) the role of the principal in fostering an equitable school culture. Findings indicate that the cohort model, guided by an African Nova Scotian principal and based on Africentric principles was instrumental in fostering a supportive learning environment for all. The study highlights the significance of parental involvement and community partnerships. The study has implications for educational policy and practice, the implementation of culturally relevant curriculum, and community-based innovative educational practices.