For many years growing up and attending public schools, I never knew that African Americans had any history or culture of which to be proud of. I was convinced that the only real history African Americans had was slavery, and prior to that, we were uncivilized savage beings without any forms of advanced civilizations, educational or political systems. It wasn’t until I went to college that I learned about the vast history African Americans (the descendants of Africans) had prior to slavery in the Americas. My situation is not unlike many others, “who have found it difficult to find textbooks in black history” (Williams 38). This lost history of African's is out there; however, the problem is that it is rarely taught at the elementary and secondary school levels. Sadly, many textbooks fail to mention the fast and rich history of African Americans prior to enslavement.
Most people believe that African American history begins with slavery. In actuality, African American history began long before Africans were brought to America in chains and shackles. Contrary to the horrific poverty, famine, and disease afflicting many African nations today, the existence of great African Kingdoms, rich in cultural and educational institutions is strangely left out of primary and secondary school curricula. This reality is disturbing when the majority of African American students that attend public schools are taught only about slavery, which can foster feelings of inferiority or negative self-esteem. One can only imagine how fascinating it would be for them to learn that their ancestors were not uncivilized savages, but that they were actually kings, queens, scientists, and scholars. Cultural education is beneficial to the academic achievement of African American youth from kindergarten to high school. Furthermore, it helps to build a strong sense of pride, identity and fosters a positive self-esteem, which encourages African American students to tap into their full potential.
According to Dr. John Henrik Clarke, author of “Africa in Early World History,” archeologists have found evidence of the achievements of Africans in Africa. In the article, Clarke asserts, “They made hooks to catch fish, spears to hunt with, stone knives to cut with, the bolo with which to catch birds and animals,
the first blow gun, the hammer and axe” (125). Clarke helps to disprove the myth that Africans were mindless beasts without any form of advanced civilization and that they were lost without the guidance of the Europeans. Henrik quotes John W. Weatherwas, author of “The African Contribution” to provides additional evidence of the inaugural accomplishments of the ancient Africans: “Today’s cannon, long range missiles, ship propellers, automatic hammers, gas engines and even meat cleavers and upholstery tack hammers have the roots of their development in the early African use of power” (125). This shows that Africans have been instrumental in the development and advancement and of other countries in the world, and the truth of their accomplishments has been denied for far too long. Additionally, Clarke affirms that ancient Ethiopian kingdoms rich in culture and wealth “flourished and dominated the civilized world for four and half centuries” (125). Clarke is emphasizing that the great African Kingdoms were well established for hundreds of years before the great European empires of Greece and Rome were even born. Furthermore, during the Medieval times or dark ages, from the eighth to seventeenth centuries, the great West African kingdoms of Ghana, Mali, and Songhai had world renowned centers of trade. In particular, the Mali Empire is best known for possessing the world’s oldest university in Timbuktu, where people all over came to learn mathematics, science, and medicine from African Muslim scholars. Also, Doudu states there were African scholars in the 1700s, like Amo, who studied and graduated from the University of Halle. In 1729, Amo “wrote his dissertation on ‘The Rights of Moors in Europe” (Doudu 16). He became a very accomplished African, who mastered “logic, metaphysics, physiology, astronomy, history, law, theology, politics, and medicine” (Doudo 16).
One might ask why this history has been ommitted. The answer is sadly this: historically Eurocentric scholars have effectively erased or white washed over every accomplishment or contribution that has been linked to Africans. For instance ancient Egyptian society has been popularly depicted and characterized as a multi-racial, very fair skinned society (Doudu 17). There is nothing wrong with Egypt being considered multi-racial, however Eurocentric’s have successfully detached the African, (black roots) from Egypt. Thinkers such as David Hume (“Of National Character”), Thomas Jefferson (Notes on the State of Virginia), and Friedrich Hegel (“Scientific Racism”) have written books that stigmatizes blacks as unintelligent, morally dysfunctional, aggressive, bestial, ape-like savages. For instance, in his renowned essay “Of National Characters,” Hume asserts:
I am apt to suspect the negroes and in general, all the other species of men…to be naturally inferior to the whites…There never was a civilized nation of any other complexion than white, nor even any individual eminent either in action or speculation…Not to mention our colonies, there are negro slaves dispersed all over Europe, of which none ever discovered any symptoms of ingenuity (qtd. in Duodu 15-16).
David Hume is considered one of the great thinkers in Western philosophy and an important figure during the Enlightenment, who’s racist ideals were dispersed all over Europe and the Americas. One may conclude that Hume and other early Eurocentic scholars helped to establish is belief that Africans were inferior, and it is these dehumanizing words that have been used to justify the inhumane enslavement of Africans. In order words, Hume and others are responsible for the discriminating ideals that have shaped and changed the world, and these ideals have been embedded into the white of European and Western cultures for many years. Williams also points out that Hume and many other Eurocentric scholars felt obligated to support the “superiority” of the white race, “out of faithful obedience to their Caucasian culture” (36). It is these strongly engrained racist ideals that have been infused into “every institution of…American society” (Kinder).
The Emancipation Proclamation of 1863, and the Civil Rights Movement of the 1960s, were very beneficial in working toward the progress of the African American community to obtain citizenship rights; however, it was still not enough to overcome all the forces of oppression and hate within our nations institutions. Although we live in a world today that appears to be free and anti-discriminatory, racists ideals, such as the erasure of African history, have seemed to remain in school curriculum that is saturated with Eurocentric perspectives and ideals. Williams affirms that Eurocentrics, “control the education of Blacks throughout the world. Therefore, they see no need, even in the 1980s, to take a new look at the history of Blacks from its beginning and start the work of restoring the pages of Blacks they had either deleted or ignored” (36). This is why many generations of African Americans that have attended public schools are sadly and wrongfully miseducated about the truth of their cultural origins. Many have been taught that their African ancestors were uncivilized savages without any real culture. According to Richardson, “miseducation” refers to “a form of training designed for the uplifting of the dominant society that inadvertently works to the demise of the oppressed people in the society” (196). This is a prime example of institutional racism, in which racist ideals are built within society’s socioeconomic institutions, and results in the unfair disadvantages of certain groups from accessing equal rights, services, or opportunities.
Afro-centric educator Dr. Adelaide L. Sanford, a leader in the advocacy for improved education of African Americans and other underserved populations asserts “We have lost generations of talented, extraordinary, and gifted black students. When you live in a cold world of lies myths and the building up of some and the tearing down of other groups of people, you can become confused” (Interview: The Inner Beat). Dr. Adelaide touches on the problem of African Americans feeling confused about their culture because of the negative stereotypes, and bigotry associated with being black. She brings further attention toward the need to change these concepts or else several more generations of African American students will be lost as well. This is true when one considers the huge highschool drop-out rate of African American youths in the public school system. According to the U.S. Secretary of Education, Arne Duncan, “Today’s report confirms that our nation faces a drop out crisis. When 25 percent of our students – and almost 40 percent of our black and Hispanic students fail to graduate high school on time, we know that too many of our schools are failing to offer their students a world class education” (qtd. in Downey). The Secretary of Education acknowledges the problem of the current educational system as it is today, which reflects badly on our nation who is responsible for providing all children with an education that meets their fundamental needs so that they will be able to contribute to society (National Black Education Agenda).
Emerging as a leading reform in the educational system, African-centered curriculum is seen by
many educational professionals as a possible solution to deal with the “chronic failure of the educational system in America” (Carruthers). African-centered education developed from their ideals of Afrocentricity, a term coined in the 1980s, by Dr. Moleif K. Asante, (Arthur Lee Smith), an African American scholar, historian, and philosopher. Dr. Asante is the leading figure in African American studies at Temple University. According to Asante, “for the past five hundred years Africans have been erased from cultural, economic, religious, political, and social terms”, and have existed primarily on the periphery of Europe (Asante). This simply means that their contributions have been removed from history, in every aspect of human activity, which has reduced the Africa to a country dependent of Europe, and further reiterates that blacks are a subhuman species. Furthermore, Asante powerfully asserts that African Americans have been victimized by the illusion that we are working in our own best interest, when in fact we have become the chief apologists, supporters for Europe. Asante insinuates that we are not doing enough to change the condition of the plight of African Americans and that over time African Americans have become complacent in the struggle for equality.
African-Centered education is curriculum that “places African Americans students at the
Center of the educational experience as a subject rather than an object” (National Black Education Agenda). It teaches the contributions of Africa, which helps to make up for the lost history and culture of African Americans, and allows African America youth from kindergarten to twelfth grade, to see themselves in a proud and positive light in history. Students would be “exposed to a world view experience that relates all people, cultures, and traditions from the context of their reality which will enhance their self-esteem, positive self-imaging, and higher standard of educational excellence”(National Black Education Agenda). It is a form of multicultural education that seeks to use the experience of African Americans to emphasize equality. For example, at Marcus Garvey Academy in Detroit Michigan, students are exposed to African drums that summon them to an assembly, where they will recite the national black anthem, the school creed, “I have faith in myself…I can learn! I will learn! I must learn!”, and some black history facts, before they start any school work (Rickey Smiley Morning Radio Show). This is a fun and innovative way to motivate, teach, and encourage any child whether black, white, or red, and all would benefit the children socially. For example, Marcus Garvey Academy reports that their school test scores have increased and that their students “outperformed the state average”, from incorporating African-centered curriculum (Rickey Smiley Morning Radio Show).
Additionally, the success of several other African–Centered Schools have spurred interest in other low performing schools in the nation, and some are fighting to get it implemented in their schools. In the article, “Afrocentric Curriculum @ Skool ‘n Chi’-Town”, Lolly Bowean writes about the Evanston Stokie School District 65 experience in trying to get African Centered curriculum implemented in their schools, to bridge the achievement gap between black and white students. According to the article, educators and parents are ready to consider alternative methods to help African American students succeed academically. In concept, the schools would keep state required core subjects such as Math, Science, Language Arts, and Reading but would include the history and culture of Africans/African Americans in daily school lessons (Bowean).
Consequently, although there are many supporters of African-Centered curriculum, many opponents, who sympathize with the plight of education and African Americans, believe that its adoption would only further segregate public schools (Bowean). Opponents argue that African Centered curriculum is most effective in urban areas where there is a large population of African Americans. School board member Jonathan Baum stated “How do we explain this to our children? Martin Luther King Jr. brought blacks and whites together, and the Afro-centric curriculum could mean that students would be separated by race, because whites and Latinos may opt out of classes” (Bowean).
The argument made by the school board member is relevant; however, Mr. Baum does not address with the real problem in teaching African Americans, Latinos, Whites, etc. about African/African American history. He stresses that students outside of the African American community would “opt out” of classes if African-centered curricula were introduced. It sounds as though Mr. Baum is more afraid of having to explain to his children the history of the mistreatment of African Americans, the myths and falsehood present in European history in general, rather than considering the benefits of telling children the truth about African/ African American history, which could inspire them to be more tolerant of people and cultures. Furthermore, Mr. Baum argues that “African-Centered curriculum is divisive.” In reality what’s divisive is the belief that children would not be willing to learn about different cultures, and forgetting that racism is something that is learned not inherited , so who would really object to this but racist.
As a supporter for the inclusion of a more culturally diverse curriculum in public schools, Dr. Adelaide maintains that opponents would have you believe that it promotes reverse racism. In an interview with the Inner Beat, a local television show, she emphasizes: “’I’ve never known a person of African ancestry building political systems, housing systems, and educational systems that hates other people, that’s what racism is! Racism is the ability to put into place policies that implement the philosophy of superiority of another race” (Dr. Adelaide: Interview with Inner Beat). Furthermore, Dr. Adelaide strongly believes that it will greatly benefit African American students by helping to change their perception of who they are, the culture they come from, and essentially open their minds to what they can become.
The inclusion of African-Centered curriculum is complicated because the American society would be forced to acknowledge the dehumanizing and discriminatory practices used to oppress African Americas, take responsibility for the many generations of African Americans forced into slavery,
stripped of their culture, family ties, and knowledge of their African ancestry, and stop the miseducation of all students. In understanding that making all public schools strictly African-Centered may not be easy, especially in areas where there is a relatively low population of African Americans, I am merely advocating that African Americans and all other cultures be represented in American school curriculum. The curricula taught in school should become more multicultural. When opponents argue that “it is divisive” or that “why should schools teach the history of African Americans prior to coming to American, when other nationalities in America are only mentioned from their point of immigration,” they are only showing just how ignorant they are and why we need it so much. No other people in history have been dehumanized and brutally victimized to the level of African Americans; furthermore, the Africans were the only nation people forced to come to America in chains, and robbed of their cultural heritage.
Despite the progress and efforts made in the United States to eradicate racial injustice and to promote equality of all people, the racist’s ideals of early Eurocentric’s is still prevalent in our educational system and other institutions. Society must continue to look for and challenge social injustice, by advocating reform. Past history shows that legislation alone will not end racism; however, multi-cultural education is not only beneficial to African American students but to all, and it gives children a positive self-image about themselves and of their cultural heritage. It also promotes a high self-esteem, especially for African American youths, and encourages tolerance and respect for all cultures and nationalities.It is through multicultural education that the seeds of bigotry and hate will continue to dissipate. Early thinkers and educators taught the world to be racist, and it will take present and future educators to reeducate the world in tolerance and respect for differences.
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