The attempt by many urban school districts to develop African curricula creates a dilemma, because it usually places an African-centered program in a multicultural curriculum that is centered in the European-American educational tradition. Currently, some elements of an African and African-centered curriculum may be found in the multicultural education movement at some urban public schools. Independent schools owned and operated by blacks are developing African-centered programs with the assistance of a network of black study groups, lecture series, and national associations. All multicultural curricula must center discussions on the perspective of various cultural groups in the experience of one of those groups. In most contemporary classrooms, the curriculum has a European-American center. The intellectual tradition of European-American education is incapable of embracing an African frame of reference, forcing the following developments by black scholars and historians: (1) exposing the falsehood of the myth of African inferiority; (2) advocating the inclusion of African history and culture in school curricula; (3) developing independent educational institutions; (4) developing Black Studies programs in higher education; and (5) defending the new curriculum content in elementary and secondary schools. Future development of a true African-centered curriculum will depend on the following factors: (1) philosophical orientation; (2) institutional implementation; (3) consultant support; (4) scholarship; and (5) assessment. A list of 57 references is appended. (FMW)