Black Studies is increasingly being shaped and defined for Blacks rather than by Blacks. Black Studies scholars must adopt a position apart from, outside, or in critique of the established paradigm of Eurocentric scholarship, and operate within an Afrocentric historical paradigm. (BJV)

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)

The extent to which African American faculty provide support and mentoring to African American students determines the ease of students' transition to predominantly white colleges. This paper examines the role of both white and African American faculty in responding to the needs of African American students. Two ways that white institutions…

Schools fail to meet the schooling needs of many nonwhite students. Afrocentricity, a new curricular movement that looks through African eyes, focuses on improving schooling experiences for African-Americans. Some proponents view it as an answer to African-American student underachievement and say it enhances self-esteem, achievement levels,…

Examines aspects of an African-centered pedagogy that should let children understand their identities as people of African heritage. Data are from an ethnographic study of "liberatory" pedagogy that was used by four black women teachers. Three vignettes illustrate liberatory practice as it explicitly addresses issues that are often…