The Healing Power of Education – Afrocentric Pedagogy as a Tool for Restoration and Liberation by Watson–vandiver, Marcia J.; Wiggan, Greg; King, Joyce E.;

Short description:

Situating the African American learning experience within the stream of historic enslavement and hundreds of years of institutionalized racism, this timely book introduces antiracist foundations for teaching in the 21st century. The authors use Afrocentricity to identify and address critical omissions and distortions in school curricula.

Long description:

Situating the African American learning experience within the stream of historic enslavement and hundreds of years of institutionalized racism, this timely book introduces antiracist foundations for teaching in the 21st century. The authors take a holistic approach that uses Afrocentricity to identify and address critical omissions and distortions in school curricula. Drawing on empirical findings from a high-performing 100% African American school, they identify what teachers and students recognize as successful features of the schools' approach, including a unique learning environment, support systems, spiritual affirmations, evidences of Black education, a reframing of Afrocentricity, and education that promotes positive Black identity. This much-needed book demonstrates the healing power of education; provides evidence of social, emotional, and psychological transformation within the learning experience; and frames education as a tool for liberation.

Book Features:

• Offers a clear chronological analysis of Black education in the United States and across the Diaspora.
• Includes the perceptions and experiences of students and teachers at a successful Afrocentric school.
• Provides the tools needed to teach multicultural histories in an antiracist way.
• Examines the benefits of Afrocentric curricula and the role of corrective history in promoting positive Black identity.
• Explores the intersections of precolonial history, student achievement, and Afrocentric education.

Table of Contents:

• Contents (Tentative)
• Foreword Joyce E. King vii
• Preface ix
• 1. Introduction: Education as Healing 1
• Consistently Underserved Students 7
• Purpose 8
• Central Questions 11
• Definitions 12
• Significance of the Work 16
• A Closer Examination of Student Achievement 23
• Summary 27
• 2. Social and Historical Context of Black Education 28
• Pre-Colonial History 29
• Precursors to Pan-Africanism 47
• The Formation of Pan-Africanism 50
• Black Nationalism 51
• Pan-Africanism and Education 53
• The Impact of Pan-Africanism and Black Nationalism 55
• Pan-Africanism and Black Nationalism Today 56
• Scientific Racism 57
• Stories of Resistance: Warrior Queens 61
• Afrocentricity in the 21st Century 69
• Afrocentric Education 70
• Summary 73
• 3. Overview of Afrocentric Schools in the 20th and 21st Centuries 74
• Early Afrocentric School Models 75
• Afrocentric Schools in the 1990s 76
• 21st-Century Afrocentric Schools 82
• Afrocentric Curriculum in the 21st Century 84
• Afrocentric Schools: Where Are We Now? 88
• Status of Afrocentric Education Today 89
• Summary 90
• 4. Asa G. Hilliard Academy 92
• Asa G. Hilliard Academy 93
• Participants 96
• Themes 107
• Summary 110
• 5. Teachers and Students’ Perceptions of Afrocentric Schools 111
• Theme 1: Unique Environment: “This School Is Just Different” 112
• Theme 2: Support System: “A Close-Knit Community” 121
• Theme 3: Morning Devotion: “Spiritual Encouragement in an African Worldview” 127
• Summary 132
• 6. Benefits of Afrocentric Schools in Addressing Historical and Contemporary Trauma 133
• Theme 4: Black Education: “Every Day of the Year” 134
• Theme 5: Reframing Afrocentricity: “Centering the African Child” 140
• Theme 6: Restorative Education: “Promoting Positive Black Identity” 147
• Summary 151
• 7. Education as Healing Power: Findings and Policy Recommendations 153
• Theme 1: Unique Environment: “This School Is Just Different” 154
• Theme 2: Support System: “A Close-Knit Community” 156
• Theme 3: Morning Devotion: “Spiritual Encouragement in an African Worldview” 158
• Theme 4: Black Education: “Every Day of the Year” 159
• Theme 5: Reframing Afrocentricity: “Centering the African Child” 161
• Theme 6: Restorative Education: “Promoting Positive Black Identity” 163
• Implications of the Study 165
• Limitations 167
• Policy Recommendations 168
• Summary 171
• Appendix A: Teacher/Administrator Interview Protocol 1 174
• Appendix B: Teacher/Administrator Interview Protocol 2 175
• Appendix C: Student Interview Protocol 176
• Appendix D: Student Written Essay Prompt 177
• Appendix E: Afrocentric Learning Observation Rubric 177
• Appendix F: Research Design Flow Chart 182
• Appendix G: Daily Devotion (“The Seven Principles”) 183
• Appendix H: Daily Devotion (“Nobility”) 184
• Appendix I: Daily Devotion (“The Ultimate Student”) 185
• Appendix J: Daily Devotion (“I Have the Power”) 186
• Appendix K: Daily Devotion (“Can’t”) 186
• Appendix L: Daily Devotion (“Lift Every Voice and Sing”) 187
• Appendix M: Research Context 188
• References 201
• Index 217
• About the Authors 228