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Descriptors:
Measures (Individuals); African American Culture; Racial Identification; Afrocentrism; Jews; Social Distance; Discriminant Analysis; Self Concept; College Students; Acculturation; Multivariate Analysis; Whites; Asian Americans; Correlation

Abstract:
The authors examined whether Black racial identity cluster patterns, using Cross Racial Identity Scale (CRIS) scores, were differentially associated with preference for African American culture and social distance from various cultural groups. African American college students (N = 351) completed the CRIS, an enculturation scale, and a social distance measure. Six racial identity cluster patterns were identified using cluster analysis. A one-way analysis of variance indicated that individuals with an Assimilated cluster pattern endorsed African American culture less than those with an Afrocentric or Intense Black Involvement pattern; those with a Self-Hating cluster pattern endorsed African American culture less than those with an Afrocentric pattern. A one-way multivariate analysis of variance, followed by a descriptive discriminant analysis, on the social distance measure indicated that individuals with Self-Hating and Assimilated cluster patterns preferred less social distance from Whites, Asians, and Jews than individuals with Intense Black Involvement, Afrocentric, and Immersion cluster patterns. (Contains 4 tables, 2 figures and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cultural Pluralism; Afrocentrism; Foreign Countries; Educational Change; Elementary Secondary Education; Educational Policy; Islam; Religious Education; Racial Bias; Race; Social Attitudes; Equal Education; Self Concept; Racial Identification; Whites; Social Bias

Abstract:
This paper draws on ideas of assemblage to examine the contingency and (in)coherence of education policy. The paper is a conceptual and thematic attempt to understand the policy terrain, broadly conceived, pertaining to opposition to the establishment of private Islamic schools in Australia and public Afrocentric schools in Canada. This opposition is located within complex policy terrains relating to multiculturalism, whiteness and race/racism. The paper focuses on the complex racialised politics surrounding education policy initiatives that support marketisation and choice in private and public K-12 schooling--with an interest in what forms of choice are legitimated in and by a racialised education market. The paper concludes that opposition to Islamic and Afrocentric schooling highlights the ambiguity of equity, and the fragility of identity in racialised education policy environments. (Contains 2 notes and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Sustainable Development; Indigenous Knowledge; African Culture; Conservation (Environment); Holistic Approach; Afrocentrism; World Views

Abstract:
This paper develops and explores "lehae-la-rona" and its potential value in environment and sustainability discourse. It draws on African-centred concepts and critiques of dominant Eurocentric theoretical frameworks. In particular, Ani's concepts of "asili," "utamawazo" and "utamaroho" and Indigenous knowledge theory are applied to appreciate the nature of Indigenous knowledge in Lesotho. Against this backdrop, the concepts of revealed knowledge, "pono," and "pono-tebo" are applied to conceptualize "lehae-la-rona." It is argued that "lehae-la-rona" can enable a holistic conceptualization of environment and position it and the local language, Sesotho, at the centre of Education for Sustainable Development discourse to offer a more African centred worldview. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Socialization; Oral Tradition; African American Culture; Partial Hearing; Deafness; Afrocentrism; African American Attitudes; Hearing (Physiology); African American Children; Parents; Parent Attitudes; Semi Structured Interviews; Grounded Theory; African American Family; Language Acquisition

Abstract:
In a qualitative study employing an exploratory design, the researcher explored the perceptions of communication choice and usage among 14 African American hearing parents of deaf and hard of hearing children. Semistructured, in-depth thematic interviews were used with a modified grounded-theory approach in which themes were analyzed and coded. Four thematic challenges and opportunities related to communication choice and usage were found: (a) oral tradition--"nommo", (b) sign and oral--"diunital", (c) literacy, and (d) racial/ethnic cultural socialization. Afrocentric implications for deaf and hard of hearing children are explored based on research observations pertaining to the significance of the oral tradition in African American culture and the socialization of African American deaf and hard of hearing children in the context of African American hearing families. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ethnicity; Slavery; Educational Experience; Immigrants; Black Studies; African American History; African Americans; Racial Identification; Afrocentrism; African American Education; Discourse Analysis; Immigration; Migration; Migrants; Intergroup Relations; Social History; Intellectual History; Labeling (of Persons); Social Experience; Womens Studies; African American Community; Social Science Research

Abstract:
This article focuses on the sense of what an "African" (American) identity could mean when viewed through the processes of migrations and fluid identities of contemporary African immigrant children as they interact with their African (Americans) peers in schools. The purpose of this article is to use data from a study of West African immigrant girls and their process of ethnic identity construction to support the authors' position for new discourses and methodologies that challenge the dominant discourses surrounding the Black educational experience in schools. This purpose can be articulated in two central questions that guide this article. First, how does one develop a new understanding of the variations of the term African and American by placing it in a global context (and the "American" in parentheses to designate those who were born of African people brought to the U.S. during the Trans-Atlantic slave trade)? Secondly, how does one acknowledge the role of temporality in current definitions of who is African (American)? The goal of this article is to examine the issue of appropriate naming of African ascendant people in the U.S. and to examine how asking new questions of who they are might lead to a more global framework for studying identity construction and negotiation for African ascendant people in the U.S. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Validity; Afrocentrism; Measures (Individuals); Scores; Factor Analysis; Factor Structure; African Americans; Adults; Acculturation; Racial Identification; Psychological Characteristics

Abstract:
This study replicates and extends prior studies of the dimensionality, convergent, and external validity of African Self-Consciousness Scale scores with appropriate exploratory factor analysis methods and a large gender balanced sample (N = 348). Viable one- and two-factor solutions were cross-validated. Both first factors overlapped significantly and were labeled "Embracing African Heritage." The second subscale of the two-factor solution was labeled "Refusal to Deny African Heritage." Only the structural validity of the first factor of the two-factor solution was fully consistent with prior findings. Partial evidence of convergent validity was found for all factors, and only the second factor of the two-factor solution received external validity support. Implications for usage of the African Self-Consciousness Scale and recommendations for further investigation are discussed. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Caring; Democracy; Citizenship Education; Human Dignity; Public Policy; Educational Policy; Moral Values; Ethical Instruction; Educational Philosophy; Educational Theories; Role of Education; African Culture; Ethnocentrism; Afrocentrism; Policy Analysis

Abstract:
The article defends ubuntu against the assault by Enslin and Horsthemke ("Comp Educ" 40(4):545-558, 2004). It challenges claims that the Africanist/Afrocentrist project, in which the philosophy of ubuntu is central, faces numerous problems, involves substantial political, moral, epistemological and educational errors, and should therefore not be the basis for education for democratic citizenship in the South African context. The article finds coincidence between some of the values implicit in ubuntu and some of the values that are enshrined in the constitution of South Africa and that on that basis argues that ubuntu has the potential to serve as a moral theory and a public policy. The educational upshot of this article's argument is that South Africa's educational policy framework not only places a high premium on ubuntu, which it conceives as human dignity, but it also requires the schooling system to promote ubuntu-oriented attributes and dispositions among the learners. The article finds similarities between ubuntu and bildung, whose key advocates, among others was German scholar and intellectual Wilhelm von Humboldt. It argues that it would be ethnocentric, and indeed silly to suggest that the ubuntu ethic of caring and sharing is uniquely African when some of the values which it seeks to promote can also be traced in various Eurasian philosophies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Elementary School Students; Neighborhoods; Ethnicity; Self Efficacy; African American Culture; African American Students; Social Values; Cultural Influences; Satisfaction; Academic Ability; Predictor Variables; Racial Identification; Grade 3; Low Income Groups; Urban Schools; Afrocentrism

Abstract:
This exploratory study examined the relationships between Africentric values, racial/ethnic identity, neighborhood satisfaction, and academic self-efficacy beliefs among 88 African American elementary school children. Results indicated that Africentric values and neighborhood satisfaction were both predictive of academic self-efficacy beliefs. Racial/ethnic identity did not significantly predict the outcome variable. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Critical Theory; Models; Transformative Learning; Afrocentrism; Social Change; Foreign Countries; Culturally Relevant Education; Cultural Awareness; Spiritual Development; Sex Role; Cultural Context; Feminism

Abstract:
Informed by the Afrocentric learning paradigm, this conceptual piece argues that Mezirow's version of the theory of transformative learning is useful, but it would be more so if applied to be culturally sensitive. Using Botswana cultural learning values as an example, the article demonstrates how the theory can be made culturally sensitive to an African learning context. African values identified to inform a collective process of transformational learning are that (a) there is no absolute knowledge because of the communal involvement in knowledge construction and knowledge acquisition, (b) spiritual obligation that is influenced by the metaphysical world means that the knowledge context is complex, (c) knowledge is communal because social change depends on collective responsibility, and (d) gender roles/expectations are critical for processing knowledge. In conclusion, the article argues that the continued marginalization of diverse cultural contexts denies new insight into the positive development of a useful critical theory such as transformational learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Direct Instruction; Afrocentrism; African American Culture; Small Schools; Violence; Student Behavior; Self Determination; High Schools; Urban Schools; Ethnicity; Teacher Attitudes; Educational Objectives

Abstract:
As part of the Small Schools movement in Chicago Public Schools, a high school dedicated to African-centered education was chartered. The virtues of Ma'at and the Nguzo Saba, otherwise known as the seven principles of Kwanza, were the foundational principles of the school and were to be integrated into all of the practices and policies of the school. What the teachers faced was student resistance to participate in school rituals, school-wide violence, teen pregnancy, truancy, and student drug and alcohol use. These factors led the teachers to the decision to experiment with changes to the curriculum and instruction. The teachers thought that modeling and direct instruction of the virtues and principles would create a school culture reflected in the virtues. Student work provided evidence of some change in individual students; however, students continued to struggle with violence and at-risk behaviors. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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