African-centered education (ACE): Strategies to advance culturally responsive pedagogy and Equitable Learning Opportunities for Young Black children

Abstract

ABSTRACTFor too long, Black children’s educational needs have not been prioritized with attention to their culture, language, historical and contemporary racialized experiences, and building their positive racial identity. It is critical that early childhood education settings for young children be transformed to be a place of learning and healing by centering Black children’s cultural identity through African-centered education (ACE). Through ACE practices, Black children can find meaningful connections with their ancestral heritage to expand on their knowledge. In this article, we discuss the need and the history of ACE, its link to Black children’s well-being and outcomes, the status of these types of programming, and educational leaders’ understanding of what ACE entails. Finally, we end with ways to integrate ACE in early childhood through the R.I.C.H.E.R. framework. It is critical that the full humanity and cultural roots of Black children are centered on delivering on the promise of equal educational opportunity.DisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also. Additional Resources1.Lomotey, K. (1992). Independent Black institutions: African-centered education models. The Journal of Negro Education, 61, 455-462. doi: 10.2307/2295363This article provides information regarding Independent Black Institutions. The author first starts with a definition of African-centered education, followed by an overview of the history and philosophy of Independent Black Institutions (IBIs) and a discussion of the academic, social, and cultural development aspects stressed within these schools. The article concludes with recommendations for educators working with African American children and African-centered curricula.2.Brown Mamas (n.d.). 10 African-centered Curriculum for Black Homeschoolers. https://brownmamas.com/resource/african-centered-curriculum/As stated on their website, Brown Mamas is a “global, multi-generational community of Black mothers that creates safe spaces that put Black moms first, amplifies the voices and lived experiences of Black moms and creates innovative programs that solve social and economic problems and empowers Black mothers to lead in the communities they care for.” Started in Pittsburg, Brown Mamas has identified 10 African-centered curricula to support homeschooling efforts of Black parents. The curricula identified range from daily instructional guides to flash cards and other materials.3.Tabora, A. J. (2016). I walk a bit bigger now: Lessons from students in an African-centered after school program. The Journal of Negro Education, 85, 143-155. doi: 10.7709/jnegroeducation.85.2.0143This article describes the Kamili Approach, an African-centered and holistic educational framework, that emerged from a year-long study with urban youth of African descent. Particular focus is paid to the ancestral self and what occurs for a group of students when educators explicitly include Africans as subjects in the development of humanity and history. This paper shows how students felt when they became more aware of how their ancestral legacy was not included in their school curriculum.Additional informationFundingThe work was supported by the Bill and Melinda Gates Foundation .