community psych

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Afrocentric Ideology in Education: Literature Review

Throughout human history, education has acted as a pinnacle in shaping the perspectives,

beliefs, and values of individuals. Even as times have progressed, the role of education has only

grown despite the myriad of shifts in image modern education has undergone. However, a major

downside of contemporary society has been the erasure of African existence. The dominant and

overbearing Eurocentric approach to education neglects the rich cultural heritage and diverse

experiences of African communities being limited to vague and stereotypical depictions.

Unfortunately, the neglect of African experiences has perpetuated a systemic marginalization and

devaluation of African traditions, spirituality, and knowledge systems. A major example being

the mass demonization of spiritual practices such as voodoo since it goes against traditional

Eurocentric ideas of Christianity. The absence of Afrocentric ideology in education has had

profound consequences on the self-perception, cultural identity, and academic achievement of

African-descended students. Following this line of thought, it is imperative to explore the long-

lasting ramifications of incorporating ideas of African derived existence into educational

practices.

The manifestation of this community problem can be observed from various online

sources. With a surge in social media use, numerous individuals have been able to raise an

eyebrow to the lack of African-descended empowerment in education. Instagram account,

AfrocentricED, exposes testimonials highlighting the disconnect experienced by students while

simultaneously sharing discussions related to Afrocentric education promoting the values of

Afrocentric perspectives.

The absence of Afrocentric perspectives in education not only perpetuates cultural

erasure but also hinders the general development of African-descended students. It can be seen

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that by neglecting African traditions and connections, educational institutions inadvertently

dismiss the deeply ingrained values, ethics, and wisdom that come from such practices.

Consequently, African students may experience a sense of cognitive dissonance, where their

cultural heritage is at odds with the Eurocentric curriculum and subsequent approaches. The

dissonance African students are put at can lead to feelings of alienation, diminished self-esteem,

and poor academic performance. As a result, this can be a contributing factor to the persistent

achievement gap observed among African-descended students.

By examining the literature on Afrocentric ideology in education and its ramifications,

we can shed light on the potential benefits of incorporating African ideas such as Voodoo and the

spiritual ancestors. This exploration can provide valuable insights into alternative educational

approaches that promote cultural inclusivity, self-empowerment, and academic success for

African-descended students. Moreover, it has the potential to challenge the dominant Eurocentric

standard and pave the way for a more equitable and culturally responsive educational system.

Within recent years, the ramifications of Afrocentric ideology in education have been the subject

of significant scholarly discourse. In an article, “Afrocentric Idea in Education,” Asante (1991)

emphasizes the importance of culturally relevant pedagogical approaches and argues that the

absence of African spiritual practices and recognition of ancestral connections can lead to a

disconnection from one's identity as an African-descended student.

"The Miseducation of the Negro," a formative work of Woodson (2017), exposes the

detrimental effects of Eurocentric education on African Americans, emphasizing the need for

curriculum reform that includes African history, culture, and spirituality (Woodson, 2017). A

massive monolith in this field of study, Carter G. Woodson’s book critically examines the

distorted and limited understanding of African and Black Americans' contributions to society

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therefore creating a disconnect from their cultural identity. As contended by Woodson,

Eurocentric curriculum fosters a sense of inferiority amongst African-descended students by

presenting a skewed perspective of history; a history that promotes the marginalization and

erasure of African civilizations. Woodson follows this by highlighting how this miseducation

perpetuates racial stereotypes, reinforces systemic oppression, and limits the potential of African

Americans to fully engage in society (Woodson, 2017). Woodson's research and writings

emphasize the importance of Afrocentric education in empowering African Americans, fostering

a sense of cultural pride, and equipping them with the knowledge and self-confidence needed to

succeed academically and beyond. His research underscores the immediate need for educational

systems to embrace Afrocentric ideology, recognize African contributions, and create inclusive

learning environments that promote cultural appreciation and affirmation (Woodson, 2017).

Moletsane (2019) explores the significance of reclaiming African indigenous knowledge

systems in education and discusses the potential benefits of incorporating African spiritual

practices, such as veneration of spiritual ancestors. The article, “Reclaiming African Indigenous

Knowledge Systems in Education" (2019) suggests that such practices can promote cultural

pride, self-empowerment, and academic success among African-descended students (Moletsane,

2019). Regarding Afrocentric education, Moletsane contributes to understanding the importance

of incorporating African spirituality. Educators can create better and more culturally responsive

pedagogical approaches that foster a sense of identity and belonging for African-descended

students (Moletsane, 2019).

In research conducted in 2002, Murrell focuses on an African-centered pedagogy, in

“African-centered pedagogy: developing schools of achievement for African American

children”. While following outdated views of education, in today’s technological landscape, the

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work still introduces the idea of folding into African experiences with schools. Murrell argues

many of the shortcoming from African descended communities come from the disillusionment

from their cultural erasure (Murrell, 2002) Taken from their findings, it is believed an effective

pedagogy would provide teachers with a “unifying framework” for properly applying an

understanding of human cognition and development (Murrell, 2002, p. x)

The reviewed literature draws on two theories or conceptual frameworks: Empowerment

Theory and Social Climate Theory. According to Zimmerman (1995), empowerment refers to a

process by which individuals and communities gain control over their lives, acquire skills and

knowledge, and take collective action to address social and systemic challenges. Within the

context of Afrocentric education, empowerment theory provides a basis for fostering African-

descended students' need to reclaim their cultural heritage and ancestry. Empowerment theory

also calls attention to challenging the existing power structures and advocating for educational

practices that values Afrocentric perspectives. This can be applied to promote the active

involvement of African-descended students, their families and broader community within their

society. Under the empowerment theory, there is stress on collective actions and community

participation. By empowering African-descended students to voice their experiences, concerns,

and aspirations, educators and community members can work collaboratively to create inclusive

educational environments that embrace Afrocentric ideology. Utilizing empowerment theory,

educators can engage in participatory decision-making processes that involve African-descended

students and their families in shaping the curriculum and pedagogy. This collaborative approach

fosters a sense of agency among students, empowering them to contribute to the design of

educational practices that reflect their cultural heritage that addresses their unique needs and

aspirations.

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Another community psychology framework is the social climate theory. Social Climate

theory accentuates the importance of the social environment in shaping individuals’ experiences

and overall wellbeing. Social climate theory helps to provide insight for the relationship between

prevailing cultural norms, values, and attitudes within educational settings which consequently

either promote inclusivity and cultural appreciation or perpetuate exclusion and marginalization.

In addressing the problem, social climate theory suggests the creation of supportive and inclusive

environments that validate and affirm African-descended students' cultural identities.

Additionally, which involves fostering a positive social climate that values and incorporates

Afrocentric perspectives, celebrates cultural diversity, and actively addresses any systemic

barriers or biases. Utilizing social climate theory, educators can embrace better cultural

sensitivity and awareness among the school community, implement anti-bias and anti-racism

initiatives, and establish structures for ongoing dialogue and collaboration between students,

teachers, and families.

Both theories highlight the importance of empowering African-descended students,

families, and communities, while also addressing the social and environmental factors that shape

their educational experiences. By applying these theories, educators and community

psychologists can work collaboratively to create inclusive educational environments that

celebrate African heritage, promote cultural pride, and empower African-descended students to

thrive academically and in personal life.

In conclusion, the absence of Afrocentric ideology in education has significant

consequences for African-descended students, perpetuating cultural erasure, hindering their

development, and contributing to the achievement gap. The literature review highlighted the

need to incorporate Afrocentric perspectives and practices into educational settings to promote

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cultural inclusivity, self-empowerment, and academic success. Scholars such as Woodson, and

Moletsane have emphasized the importance of recognizing African contributions, reclaiming

African indigenous knowledge systems, and creating inclusive learning environments that value

and affirm African cultural identities. Empowerment theory and social climate theory offer

valuable frameworks for understanding and addressing the community problem, emphasizing the

importance of empowering African-descended students, engaging in participatory decision-

making, and creating supportive and inclusive social climates within educational institutions.

By incorporating Afrocentric ideology into education, communities can foster a sense of

cultural pride, enhance academic engagement, and equip African-descended students with the

knowledge and self-confidence needed to succeed academically and beyond. This requires a

collective effort involving educators, community members, and policymakers to challenge

Eurocentric norms, dismantle systemic barriers, and promote cultural appreciation and

affirmation within educational settings. Through the application of empowerment theory and

social climate theory, we can work towards a more equitable and culturally responsive

educational system that embraces and celebrates the African heritage of its students, fostering a

sense of belonging, empowerment, and academic achievement.

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References

Asante, Molefi Kete. (1991). The Afrocentric Idea in Education. The Journal of Negro

Education, 60(2), 170–180. https://doi.org/10.2307/2295608

Moletsane, R. (2019). Reclaiming African Indigenous Knowledge Systems in Education.

Murrell, P. C. (2012). African-Centered Pedagogy. State University of New York Press.

https://archive.org/details/africancenteredp0000murr/page/65/mode/1up

Woodson, C. G. (2017). The mis-education of the negro (T. Darnell, Ed.). 12th Media Services.