Afrocentric Approaches for Culturally-Responsive Education in the United States: An important tool for reform

• In Event: Education for a shared humanity: Exploring diverse approaches to culturally responsive curricula and pedagogy

Abstract

This paper investigates salient questions around the use of Afro-centric curricula within current multicultural education frameworks in the United States. The questions addressed through the research are: “What constitutes Afro-centric theory for education? How are Afro-centric approaches conceptualized and used to shape curricula development in primary and secondary schools? How can Afro-centric approaches to schooling promote cross-cultural interactions and cultural responsiveness in diverse educational environments?” Through a pluralistic education lens, this paper argues for radical reforms to best meet the needs of an ever-changing, diverse population of learners. Specifically, this research focuses on data from primary and secondary schools in the United States, and studies the unique use of Afro-centric approaches in specific contexts. Afrocentric theory and its varying conceptualizations are discussed, as well as current case studies of primary and secondary schools operating around Afro-centric ideas. Data was collected through published work and interviews with school personnel in Afro-centric schools. Results demonstrate that Afro-centric approaches, when embedded within the curriculum and not as sporadic, short-term lessons, can build students’ cross-cultural understanding. Some challenges posed by several studies and school personnel reflect misunderstanding of theory surrounding Afro-centric educational approaches, as well as the increase of standardized testing environments which limit avenues for substantive curricular change. This research can significantly inform educational policy makers, as well as parents and school personnel, by highlighting unique approaches that can benefit all students – particularly students in racially, culturally, and ethnically diverse schools.

Author

• Wendy Rago, Florida International University