Examines the methods James uses to establish the misleading thesis that African peoples made the original discoveries that led to the development of what has been thought of as Western thought. Hypothesis is treated as virtual fact, and history is misrepresented. "Stolen Legacy" is not a serious work of scholarship. (SLD)

The essays in this collection place the current Afrocentric movement in its historical context and offer alternative suggestions about how to teach African American students about their history. The first section deals with the roots of Afrocentrism, analyzes the content of Afrocentric books and curricula, and discusses the impact of Afrocentrism…

Analyzes the history of the development of African-American studies as a social science and humanities discipline, and contends that the field is so new it has no history of its own. The inception of the Temple University (Pennsylvania) School of Afrocentric Scholarship marks the discipline's real birth. (SLD)

Some epistemological issues underpinning alternative conceptualizations of education of children of African descent in Canada are discussed, with reference to the agency and the subjectivity of black female educators. The standard epistemologies must be reshaped to the pedagogical realities of black teachers and students in Canada. (SLD)

Discusses the maintenance and future of African-American studies within the context of contemporary intellectual ideas. The institutionalization of African-American studies and the creation of the first doctoral program in African-American studies at Temple University in Philadelphia (Pennsylvania) marked the flowering of the discipline. (SLD)

The Afrocentric curriculum in many schools tends to oversimplify history in general and African history in particular. Although Afrocentrists want a curriculum that informs and strengthens African-American students, they forget the real need to teach that Western Civilization is a truly multicultural body of knowledge, ideas, and values. (SLD)