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... or as he stated, “to parallel the history of white folk with similar boasting about black and brown folk” (W.E.B. Du Bois, 1935, p. 328). He prompted scholars toward an honest evaluation of human effort and accomplishment. His educational paradigm indicated that a teacher should start with experiences and knowledge central to the students’ culture, but expand to encompass all knowledge. His premise was that centering the knowledge in the students’ culture would serve as a precursor to dialogue across differences. His efforts to promote African and African American culture in schools brought him into harmony with modern versions of African-centered education. ...

... curriculum is necessary because the Eurocentric curriculum places African American students “outside the information being discussed” (Asante, 1991, p. 46). An extended discussion of the principles of Afrocentrism is presented in the Review of Literature.
Conclusion
Schools and teachers have traditionally failed to honor African American heritage and culture by not acknowledging multiple perspectives and diverse cultures in the curriculum and instruction (Woodson, 1933; Asante, 1987; 1988). This approach has often alienated students rather than supported them through validation of their cultural heritage. On the other hand, Caucasian students have experienced cultural validation over the years because European culture has been the traditional focus in ...

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