Title: African-Centered education in the detroit public schools, 1968-2000
Abstract: In the 1980s and 1990s, several large public school districts in the United States, notably those in New York, Washington, DC, Atlanta, and Detroit, began to introduce an Afrocentric curriculum in grades K-12. The Afrocentric curriculum emerges from the concept of Afrocentrism that Molefi Kete Asante, a professor in the Department of African American Studies at Temple University, defines as “placing African ideals at the center of any analysis that involves African culture and behavior.”1 In general, the Afrocentric curriculum aims to challenge and deconstruct the traditional (Eurocentric) curriculum and to promote positive self-images among African American students. The Afrocentric curriculum focuses on past and present contributions to culture and learning by Africans and African Americans and uses pedagogical approaches adapted to what are considered the unique learning styles of African American students. However, there are mixed opinions on the merit of the curriculum where it has been taught.2 Some educators object to it on pedagogical and cultural grounds; others claim that school districts lack the funds, administrative support, and incentives to promote such a curriculum. Furthermore, state standardized tests do not emphasize the Afrocentric curriculum. In the era of accountability, what is not tested is generally not taught.
Publication Year: 2012
Publication Date: 2012-09-06
Language: en
Type: article
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Cited By Count: 1
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