Abstract

This paper is based on empirical research. Firstly we discuss the historical context of African Canadians’ lifelong learning experiences within the province of Nova Scotia. We then draw on critical race theory and the stories of the African Canadian graduates of a Master of Education degree program, which focuses on Afrocentric Leadership, to examine the impact this program has had on individuals and communities.We draw upon Critical Race Theory (CRT) and the theory of Afrocentricity, to analyze the emerging themes in the research data. Using the research data we present a male and female composite narrative and conclude with implications for lifelong learning contexts.