It has been created within the larger realm culture, in that "Black methodology differs from most colonial differences by members of a minority community who reside within a nation of cultural biases."

Pre-colonial traditional societies in Sub-Saharan Africa were mostly oral societies whose languages were not written. In the African context, especially, it was clear that the mostly oral traditions of these societies' languages were neither being appreciated nor promoted as media of communication, or means of education by the invading Europeans.…

The ninth-grade students are helped in finding their writing voices by using a traditional African poem as a model. With the teaching of this poetry project, it is observed that having a well-defined structure allows students to think and write creatively.

Uses Fanon's concept of the Manichean colonial situation and his Dialectical Theory of Identification to explore images of African heritage in the works of two mulatto Cuban poets, Gabriel de la Concepcion Valdez (1809-1844) and Nicolas Guillen (born 1902). (GC)

Sets forth three calls to education: (1) "Education begins when people are seeking to be whole"; (2) "Education must use memory and her/history as crucial sites of resistance"; (3) "Education must serve to name and to voice." Various strategies for educational change and social empowerment are given. (BF)