The University of Venda co-hosted the Africentric Education Symposium – BLAC to Sankofa: Reflecting on the 1994 BLAC Report, held from 26–27 September 2025 in Halifax, Canada, under the theme “Reflection to Action: Ubuntu-Centred Perspectives in Education.” This historic gathering brought together African and diaspora educators, researchers, and cultural leaders to reflect on 30 years of educational transformation and to chart new pathways toward Africentric and inclusive education systems. The symposium also commemorated three decades since the 1994 Black Learners Advisory Committee (BLAC) Report in Nova Scotia and South Africa’s democratic transition, both landmark milestones that reaffirmed education as a tool for liberation, identity reclamation, and social justice.
Above photo: Ms Sylvia Paris-Drummond, CEO of Delmore “Buddy” Daye Learning Institute (DBDLI)
Dr Thendo Makhado, Junior Lecturer in the Department of Advanced Nursing Science, Faculty of Health Sciences
Delivering the Welcome Remarks, Dr Thendo Makhado (University of Venda) welcomed participants in multiple languages, “Sanibonani, Avuxeni, Ndi matsheloni, Good morning, esteemed elders, colleagues, and young people.” She described the symposium as “an act of reclaiming our African voice, wisdom, and dignity,” urging participants to embrace Ubuntu as both a pedagogical framework and a collective moral compass. Drawing on the proverb “Wisdom is like a baobab tree; no one individual can embrace it,” Dr Makhado called for interconnected learning, where each contribution enriches the whole.
She linked the BLAC Report and South Africa’s 1994 democracy as twin milestones, reminding the world that education must serve as an instrument of justice and self-definition, not imitation. Her welcome address concluded powerfully by emphasising, “Let our words lead to transformation, in our schools, in our universities, and in our communities. Welcome, feel at home, let us share knowledge, build solidarity, and dream together.”
Dr Suzan Birgham introduced the keynote speaker, Prof Molefi Kete Asante. Prof Molefi Kete Asante, a leading theorist of Afrocentricity, delivered a thought-provoking keynote titled “Afrocentricity and the Reclamation of Black Intellectual Traditions.” He emphasised that education must centre African humanity, asserting that “decolonising the curriculum is not about exclusion; it is about restoring balance.”
In the photo: Prof Susan (Susie) Brigham, DBDLI and Professor at Mount Saint Vincent University, Halifax, Nova Scotia, Canada
Prof Molefi Kete Asante, professor in the Department of Africology at Temple University, USA and Mr Randy Headley, DBDLI, and Mount Saint Vincent University, Halifax, Nova Scotia, Canada.
His message laid the intellectual foundation for the symposium, highlighting the global responsibility to uphold Afrocentric principles in curriculum reform and educational governance.
Prof Lufuno Makhado (left), Mr Bradford Barton and Dr Patrick Kakembo in a panel discussion
“Our Collective Journeys”
The panel discussion titled “Our Collective Journeys – BLAC Report and Bantu Education” Moderated by Prof Lufuno Makhado with panel members Mr Bradford Barton (Dartmouth, Nova Scotia, Canada), Dr Patrick Kakembo (Director of African Canadian Services at the Government of Nova Scotia’s Department of Education), and Prof. Fhumulani Mavis Mulaudzi (University of Pretoria), examined historical parallels between Bantu Education in apartheid South Africa and the systemic barriers faced by Black learners in Nova Scotia. Panel discussants reflected on how policy, language, and cultural displacement shaped generations, and how the BLAC movement’s community activism mirrored South Africa’s struggle for educational freedom.
This was followed by ‘Reflections from BLAC to Sankofa,’ moderated by Mr Robert Upshaw. This panel featured deeply personal narratives of resilience and return. Prof Rachael Lebese’s testimony, “Life During Apartheid: My Displacement and Homecoming,” moved attendees with its portrayal of exile, identity loss, and the power of education to heal generational trauma. The day concluded with youth-led poster demonstrations and artistic performances illustrating how Ubuntu principles continue to shape the moral and creative imagination of young learners.
Prof Lufuno Makhado, Department of Public Health (UNIVEN), delivering a featured talk
On the second day of the symposium, it started with the featured talk titled “The Evolution of Education in South Africa,” where Prof Lufuno Makhado took the stage as a featured speaker, delivering an insightful address that resonated deeply with the audience. He began by quoting Nelson Mandela, who famously said, “Education is the most powerful weapon which you can use to change the world.” This powerful statement set the tone as Prof Makhado traced South Africa’s educational journey from the oppressive Bantu Education era, which lasted from 1948 to 1994, to a more inclusive and equitable post-apartheid system that embraces African identity.
Prof Makhado outlined several key points that reflect the ongoing transformation of education in South Africa. First, he emphasised the significance of redefining education as a constitutional right and a vehicle for empowerment in the post-apartheid context. This shift marks a crucial step toward ensuring that all individuals have access to quality education that fosters growth and development.
He further discussed the importance of Indigenous Knowledge Systems (IKS), advocating for the integration of African epistemologies and local languages into school and university curricula. This approach not only enriches the educational experience but also validates and preserves cultural heritage, enabling students to engage fully with their identities. In addition to these transformative ideas, Prof Makhado highlighted the pressing need for institutional change within universities. He noted that many institutions are increasingly embedding community-based learning and African ethics into their pedagogical frameworks. This shift fosters a sense of responsibility and connectedness to local communities among students.
Drawing on research from Nevhudoli (2023) and Seleke et al. (2023), he concluded with a compelling assertion: graduates equipped with knowledge from both indigenous and Western paradigms possess the potential to drive multidimensional innovations. These innovations are crucial in addressing critical areas, including public health, environmental management, and rural development.
Prof Makhado’s address painted a hopeful picture of the future of education in South Africa, underlining the importance of inclusivity, the acknowledgement of diverse knowledge systems, and the transformative power of education as a tool for change. He concluded with a call to honour both historical struggle and intellectual heritage, “When we honour our roots, we empower generations to rise higher. Education is our greatest act of restoration.”
This was followed by the panel discussion, “Mandela, South Africa, and the Diaspora,” Chaired by Dr Thingahangwi Cecilia Lishivha. This dynamic panel included Dr Thendo Gertie Makhado, Dr Muimeleli Munyadziwa, and Mrs Tshilidzi Dinah Negota. Together, they explored how Mandela’s educational philosophy continues to inform global strategies for Africentric and decolonised education.
Dr Makhado opened by asserting that “Education was Mandela’s weapon of choice, but true liberation begins when we forge our own tools.” She emphasised the importance of collaborative educational models that unite Africa and its diaspora, reminding participants that education without cultural consciousness is incomplete.
Dr Munyadziwa, a postdoctoral fellow in Public Health, focused on the psychosocial aspects of education. She addressed how trauma, displacement, and historical inequalities continue to affect learning outcomes among marginalised students. Dr Munyadziwa highlighted that effective decolonised education must restore emotional well-being, nurture self-worth, and create safe learning environments that confront the legacies of violence and poverty. Her message powerfully connected the psychological healing of learners to the broader project of curriculum transformation. Mrs Negota brought a community and gender-focused perspective, advocating for inclusive education policies that prioritise women, rural learners, and students with disabilities.
She emphasised that true educational reform must be intersectional, addressing not only issues of race and class but also gender equity and accessibility. Her remarks underscored the role of community educators as agents of transformation and guardians of African values in modern institutions. The panel concluded with a collective affirmation: “If we want to go far, we must go together. Our freedom, both on the continent and in the diaspora, is inseparable.”
The Africentric Education Symposium 2025 was a tremendous success, showcasing a powerful combination of reflection, scholarship, and cultural solidarity. Through keynote speeches, personal testimonies, and academic presentations, it demonstrated the transformative power of education as both a political act and a fundamental human right.
Prof Lufuno Makhado’s presentation on the evolution of education in South Africa, along with Prof Lebese’s homecoming address, and the panel discussion led by Dr Makhado, enriched by contributions from Dr Munyadziwa and Mrs Negota, captured the essence of the symposium’s theme: “From Reflection to Action.”
Together, these voices echoed a shared conviction that education must liberate minds, heal wounds, and create futures rooted in justice, identity, and shared humanity.
As the symposium concluded, participants recommitted to advancing Afrocentric education across continents, building inclusive and trauma-informed learning environments, and forging global partnerships to sustain the momentum of transformation. The gathering ended in song and unity, serving as a living testament that education, when grounded in humanity and equity, embodies the truest expression of freedom.
Dr George Frempong (DBDLI), Prof Lufuno Makhado (UNIVEN, Department of Public Health, UNIVEN), Prof Molefi Kete Asante (Department of Africology at Temple University, USA), Mr Randy Headley (DBDLI and Mount Saint Vincent University, Canada) and his Postgraduate student. Please the caption
Prof Makhado, Featured Speaker and Dr Molefi Kete Asante, Keynote Speaker, posing for a picture together
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