America's strength lies in its inherent diversity--an enduring truth that makes the Eurocentric nature of our educational curricula troubling. Despite this foundational reality, curricular materials remain predominantly Eurocentric, often excluding authentic representation and inclusion of Black/African American experiences in children's and young…

Africa is the cradle of civilization, yet its rich history and culture is undertaught--especially in elementary P-5 classrooms. In this article, we share Adinkra symbols from West Africa which can be used for interdisciplinary instruction and classroom management. We offer Adinkra symbols as an organizing theme for teaching in the spirit of not…

What constitutes African dances as valid knowledge? Do the learning processes of African dances in local communities entail rational consciousness and epistemological interpretations of the learner? How do the processes of dance practice double as frameworks of construction of meanings? The foregoing questions provided parameters for critical…

In the midst of the complicated racial-linguistic landscape that is Montreal, Quebec, the educational experiences of the relatively small population of Anglophone Blacks are often invisibilized within the education literature, and relatively little attention is paid to the nature of Black students' and educators' struggles with racism and…

While university-based study abroad programs have become a core component of multicultural education, I argue that in many ways the dominant model of study abroad is rooted in a white masculinist episteme predicated on anthropological consumption of the "Other" without, and largely opposed to, meaningful examinations of the self. The…

This article introduces the idea of Africentric schools to the Toronto School Board as a counter alternative to promote the idea of including the myriad identities of students in the learning process. The sociological and philosophical tenets of Africentric schooling are presented under the headings of: The Afrocentric Idea; Groundedness in the…

Examines academic performance as a function of the variables labeled type of presentation (traditional vs. Africentric) of the Wason task of logical reasoning and type of rule (positive vs. negative). Findings collected from 195 black college students are discussed as being supportive of the Africentric cultural models concerning black learning…

The study of controversies about the legitimacy and historical groundedness of assertions about African civilization is used to support an Afrocological teaching approach to African civilization, exploring the content of the American college curriculum. There is a historically factual basis for a holistic pedagogical approach to African…

Presents a case study of controversies related to African studies and makes the case for an Africological pedagogical approach to African Civilization. The title "African Civilization" reflects the African place in the whole of world civilization even though that place is itself a multiple entity. (SLD)

This book is about the growing need for a more inclusive curriculum and university. The debate about multicultural education is moved from an ideological debate to the realm of the practical in these selections. The first part of the book outlines the demographic and historic realities that make multiculturalism imperative. The second part gives…

Contends that a common concern of college faculty is the unpreparedness of incoming freshmen for the demands of college scholarship. Asserts that the public schools have sacrificed educational quality for public relations and the personal advancement of teachers and administrators. (CFR)

These proceedings contain 102 papers, 32 roundtables, and 5 symposia. Among the papers are "Weathered by Their Experiences" (Aiken); "Politics of Knowledge and Theory Construction in Adult Education (AE)" (Alfred); "Self-Directed Learning as a Political Act" (Andruske); "All Things Bold and Beautiful" (Armstrong); "Violence Against Women" (Baird);…