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RBG Street Scholars Think Tank's Purpose: This Educational Program and Research Project is Dedicated to Further Building the Hip Hop--Black Liberation Movement Connection by Integrating Conscious ...

RBG Street Scholars Think Tank's Purpose: This Educational Program and Research Project is Dedicated to Further Building the Hip Hop--Black Liberation Movement Connection by Integrating Conscious Digital Edutainment with A Scholarly Self Directed Learning Environment. Find videos, pics and articles on RBG Afrikan- Centered Cultural Development and Education

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    RBG  Blakademics Curricular Domains ,Fields and Aims Outline and Links to Content RBG Blakademics Curricular Domains ,Fields and Aims Outline and Links to Content Document Transcript

    • RBG BLAKADEMICS:Curricular Domains, Fields and Aims Outline and Links to Content WITH A BRIEF BACKGROUND OF THE AFRIKAN-CENTERED EDUCATION MOVEMENT
    • Page 1 of 18 By Marc Imhotep Cray, M.D. Last updated March, 2012“A DEMONSTRATION OF THE STUDY DOMAINS OUR VARIOUS CURRICULA DEPLOY IN WEB 2.0 ENVIRONMENTS” Example: RBG Afrikan- Centered Cultural Development and Education Wikizine In NATIONBUILDING, Agyei Akoto has produced a volume that challenges all Afrikan people, particularly those of us in the United States, to confront with seriousness the responsibilities of educating for liberation, and the reality that the goal of liberation must be Nationhood. This book is a masterpiece of vision. More importantly, by writing candidly about the experience produced by 20 years of sustained kazi (work) within a collective of creative thinkers and doers, the author helps readers understand how the wisdom he reveals in NATIONBUILDING was developed. One appreciates, through Agyeis writing that nationbuilding is the process that gives us form and substance within humanity; it is through this process that we create and recreate the culture that defines our lives. RBG Blakademics Web 2.0 curriculum is proving to be one of the mostextensive and engaging Nation Building academic demostrations online. It was implementedfive years ago and uses Dr. Akoto’s Nationhood- Afrikan Centered Curriculum Standards as itscore outline.See:Afrkan Centered Education:http://www.library.cornell.edu/Afrkan a/lecture/levy.pdfRBG Afrikan Center Thematic Overview-An Interactive Position PaperMarc Imhotep Cray, M.D.RBG Blakademics TV (5 Theme Channels) Curricular Domains, Fields and Aims Outline
    • Page 2 of 18ACTI (Afrikan Centered Thematic Inventory) N.B.“I HAVE INCLUDED LINKS TO SELECT CURRICULA LESSONS AND FOLDERS OFI.Spirituality and the Psycho-Affective Domain LESSONS FOR DEMONSTRATION PURPOSES” OUTLINE FORMAT:SPIRITUAL AWARENESS DOMAINAim: To transmit the knowledge of Afrikan spiritual tradition, and develop FIELD AIMan appreciation for tradition and the ability to apply the major principles to SELECT LESSONSself, family and community  African Traditional Religion  RBG Ancestral Libation and Ancestors PrayerMORAL CONSCIOUSNESSAim: To foster an understanding and willingness to be guided by those principles thatcharacterize the righteous and just person  RBG-Principles of MAÁT and Book of Going Forth by Day  The Book of the Dead: The Papyrus of AniFAMILY AS BASIC SPIRITUAL AND MORAL UNITAim: To develop an understanding and appreciation for the dynamics affecting the Afrikanfamily; to recognize its centrality to the Afrikan nationality, and work to revitalize it  Professor Marimba Ani Yurugu Workshop and Tutorial  RBG Blueprint for Black Power Study Cell Guide Book-UpdatedSELF-KNOWLEDGE PRACTICEAim: To facilitate the achievement of total knowledge of self as a unique extension ofthecollective, defined by the collective and committed to it  RBG SDL-Self Directed Learning- Black Studies Outline for Advanced Learners  Decolonizing the African Mind: Further Analysis and Strategy by Dr. Uhuru Hotep  Dwt: A Tool for Breaking the Chains of Psychological Slavery By Uhuru HotepANCESTRAL VENERATIONAim: To facilitate the acquisition and valuing of the wisdom of the ancestors; and to foster acommitment to restore their works and make those works even better than before  American Slave Narratives-A RBG Blakademics 2011 Black History Month Special  RBG Quotable Elders and Ancestors  RBG Ancestral Libation and Ancestors Prayer Curricular Domains, Fields and Aims Outline
    • Page 3 of 18II. Cultural and Ideological DomainTHE PRIMACY OF AFRIKAN CIVILIZATION AND THE AFRIKAN ORIGIN OF THE HUMANSPECIESAim: To develop and inform a complete and more comprehensive historical consciousness,from antiquity to the contemporary, that will be the basis for Afrikan unity and development  KEMET, Dr. Cheikh Anta Diop and Doip Scholars-Multi-Media  The RBG Street Scholar Melanins Paper-2011 UpdatedAFRIKAN HERITAGE AND CULTURAL UNITYAim: To develop an appreciation of the need to foster cultural, and political unity among allAfrikan people, and to commit oneself to that task  The Cultural Unity of Black Africa by Dr. Cheikh Anta Diop  The Master Keys to the Study of Ancient Kemet-Nana Baffour Amankwatia IIAFRIKAN CENTERED HISTORICAL PERSPECTIVE(Afrikan Perspective on all Knowledge and Intellectual Endeavor)Aim: To develop a commitment to reconstruct Afrikan culture through the reclamation of Afrikanhistory and the criti¬cal/creative analysis of all knowledge and experience from an Afrikancentered perspective  A Black Perspective of American History: Dixon, Hynes, and Gaines-Nelson  The History of Slavery in America-A RBG Black History Month Multi-media SpecialIDEOLOGICAL CLARITY (CONSCIOUSNESS), COMMITMENT AND CONDUCTAim: To foster an identification with and a desire to participate inthe ongoing dialogue aimed at creating a coherent and dynamic Afrikan/ nationalist ideology forthe liberation and independ¬ence of Afrikan people  RBG FROLINAN STUDIES COLLECTIONBEAUTY AND AESTHETICSAim: To foster the development of a sense of the. beautiful and righteousness that is Afrikancentered  RBG ARTISTS PRESS BOOKLETS PORTFOLIO AND SPECIAL PROJECTS  RBG-Asili Black Writers, Poets and Playwrights 1711-Present Curricular Domains, Fields and Aims Outline
    • Page 4 of 18WHITE SUPREMACY/ RACISM STUDIESAim: To develop an awareness and sensitivity to the dynamics of white supremacy. To facilitatethe development of personal and collective strategies to counteract the effects of racism/whitesupremacy  We Charge Genocide, The Preface by Ossie Davis and Foreword by William L. Patterson  The History of Racism and a Challenging White Supremacy Workshop  MAAFA 21-Genocide of Blacks in 21st Century America -Companion ReaderIII. Socio-Political and Economic DomainPAN AFRIKAN POLITICAL AND ECONOMIC UNITY, COOPERATION AND DEVELOPMENTAim: To instill commitment to developing Pan Afrikan cultural, political and economic unity andcooperation.  RBG Action Memorandum-Black Star Rising-RBG Empowerment Co-Operatives  To All RBG Artist and Businesses: Get RBG Graphics, Press Design & Promotional Packages that EngageAFRIKAN AMERICAN NATIONALITYAim: To foster the commitment to the development of an organized, unified, productive anddynamic nationality of Afrikans in America  An Overview of Black History by Dr. John Henrik Clarke -Compiled & Edited by Phillip True, Jr.  A Brief History of Black Nationalism and RBGs Current Academic ContributionsNATIONAL AND COMMUNITY LEADERSHIPAim: To develop an awareness of the necessary qualities of leadership and to inculcate thosenecessary values and skills of leadership that are essential to the liberation and development ofAfrikan people  Black Nationalism Historical Icons-A RBG Tutorial Study Booklet 4Download  RBG Quotable Elders and Ancestors Curricular Domains, Fields and Aims Outline
    • Page 5 of 18DEMOCRATIC PLURALITY OF RACIAL/ETHNIC NATIONALITIES IN THE AMERICANPOLITICAL ECONOMYAim: To foster a profound awareness of the psychic and constitutional entrenchment of whiteracial/ethnic supremacy in the U.S. and to advance the Afrikan nationality within the "nation ofnations" that the American political economy in fact is.  The Shape of Things to Come- A Master Plan-From the Destruction of Black Civilization  Organization of Afro-American Unity-MX and the OAAU Aims and ObjectivesHUMAN AND CIVIL RIGHTSAim: To foster an awareness of one of the higher goals of social activism, the creation of aworld order that is culturally pluralistic and truly democratic, equalitarian, and just  RBG FROLINAN-What We Want  A RBG Case for Reparations, A Tutorial By RBG Street ScholarIMPEDIMENTSAim: To inculcate a clear understanding of the historical impediments to Afrikan liberation anddevelopment, and further to provide a clear criteria for identifying and handling those lessobvious impediments to the advancement of the race  RBG-The Maafa / Ongoing European Holocaust of Afrikan Enslavement Collection  RBG GEO-POLITICS,WAR, POLICE STATE AND GLOBAL ECONOMIC CRISIS  RBG Free Mumia and All New Afrikan PP/POW and the PIC Studies CollectionINSTITUTIONAL AND NATIONHOOD GOALSAim: To foster a clear understanding of our mission to build the institutional infrastructure of anindependent nationality (Nationhood), and to foster a conscious commitment and conduct toadvance the New Afrikan Nation and Afrikan race toward independence and freedom, and thehuman race toward greater humanity  RBG National Strategy of the Front for the Liberation of the New Afrikan Nation Curricular Domains, Fields and Aims Outline
    • Page 6 of 18 Open Video Curricular Domains Outline RBG Street Scholars Think Tank is horizontally, vertically and concentrically integrated; so onelearns / teaches multiple domains simultaneously, as against linear subject-based curricula. For example, the Standard American curriculum most Afrikan children in America are taughtfrom goes in a stright line, RBG contrastly is, circular…see: Intellectual Warfare/ a 2 hour Videopresentation by Dr. Jacob H. CarruthersFive curricular domains provide the basis for the organization of the subject contentwithin RBG Street Scholars Think Tanks various curricula. Each curricular domain consists ofone or more curriculum fields. The curriculum fields provide the actual structural basis for RBG’sorganization and presentation of subject matters within the curriculum. The purpose of listing theseveral fields under the curricular domains is to establish their relationships with theassumptions and aims of the ACTI (Afrikan Centered Thematic Inventory) above.The curriculum fields are listed below under the curricular domains, and include the subjectareas that comprise the respective fields of learning / teaching in RBG Street Scholars ThinkTank’s various integrated curricula. I. Cultural Ideological A. Culture and Ideology B. Creativity II. Spiritual Psycho-Affective A. Self-Knowledge B. Ethics and Morality Curricular Domains, Fields and Aims Outline
    • Page 7 of 18 III. Socio-Political and Economic A. Political Economy B. Cognition and Inquiry C. Technology D. Mathematics E. Sciences F. Computer Sciences IV. Technology A. Mathematics B. Science C. Computer Science D. Functional Skills V. Nation building (Practical Applications) A. Career Development Apprenticeships B. Research Theory and Practicum’s C.Community Development Projects D: Organizational Experience Each curricular domain includes several specific subjects that are integrated to reduce the compartmentalization that is typical of traditional Euro subject-based curricula." Curricular Domains, Fields and Aims Outline
    • Page 8 of 18 RBG Street Scholars Think Tank Curricula Overview Booklet-2011 / Including mp3 Intros.AFRIKAN CENTERED EDUCATION: THE BACKGROUNDIntellectual Warfare/ a 2 hour Video presentation by Dr. Jacob H. Carruthers Curricular Domains, Fields and Aims Outline
    • Page 9 of 18AFRIKAN CENTERED EDUCATION: THE HISTORICAL BACKGROUNDAfrocentric education is education targeted towards Afrkan people. The premise behind itis the notion that human beings can be subjugated and made servile by limiting theirconsciousness of themselves and by imposing certain selective aspects of alien knowledge onothers.[1] To control a peoples culture is to control their tools of self-determination inrelationship to others.[2] Afrocentrists argue that what educates one group of people does notnecessarily educate and empower another group of people.PhilosophyAfrocentric education has as one of its tenets, decolonizing the Afrkan mind. The centralobjective in decolonizing the Afrkan mind is to overthrow the authority in which alien traditionsexercise over the Afrkan .[3] In order to achieve this, Eurocentric ideology must be dismantledfrom everyday Afrkan life. This is not to say that the Afrkan is to reject foreign tradition, but sheor he is to deny its authoritative control in the culture of the Afrkan , and denounce allegiance tothis authoritative control. Decolonizing the Afrkan mind seeks to mentally liberate Afrkan s.Economic and political control can never be complete or effective without mental control. It isthen clear that an Afrocentric education is essential based on the idea of mental liberation.EducationEducation was understood to be a process of harnessing the inner potential, and thus it isimperative to equip the youth with an awareness of their identity. The term "miseducation" wascoined by Dr. Carter G. Woodson to describe the process of systematically depriving AfrkanAmericans of their knowledge of self. Dr. Woodson believed that miseducation was the root ofthe problems of the masses of the Afrkan American community and that if the masses of theAfrkan American community were given the correct knowledge and education from thebeginning, they would not be in the situation that they find themselves in today. Dr. Woodsonargues in his book, The Mis-Education of the Negro, that Afrkan Americans often valorizeEuropean culture to the detriment of their own culture.The problem concerning formal education is seen by Afrocentrists to be that Afrkan studentsare taught to perceive the world through the eyes of another culture, and unconsciously learn tosee themselves as an insignificant part of their world. An Afrocentric education does notnecessarily wish to isolate Afrkan s from a Eurocentric education system but wishes to assertthe autonomy of Afrkan s and encompass the cultural uniqueness of all learners.A school based on Afrkan values, it is believed, would eliminate the patterns of rejection andalienation that engulf so many Afrkan American school children, especially males. Themovement for Afrkan -centered education is based on the assumption that a school immersed inAfrkan traditions, rituals, values, and symbols will provide a learning environment that is morecongruent with the lifestyles and values of Afrkan American families. Curricular Domains, Fields and Aims Outline
    • Page 10 of 18 Open VideoHistoryAfrkan -centered education has been an active area of Afrocentrism for many decades.See: RBG 18TH TO EARLY 20TH CENTURY STREET SCHOLARS COLLECTION19th and early 20th centuryEdward Wilmot Blyden, an Americo-Liberian educator and diplomat active in the pan-Africamovement, perceived a change in perception taking place among Europeans towards Afrkan sin his 1908 book Afrkan Life and Customs, which originated as a series of articles in the SierraLeone Weekly News.[4] In it, he proposed that Afrkan s were beginning to be seen simply asdifferent and not as inferior, in part because of the work of English writers such as MaryKingsley and Lady Lugard, who traveled and studied in Africa.[4] Such an enlightened view wasfundamental to refute prevailing ideas among Western peoples about Afrkan cultures andAfrkan s.Blyden used that standpoint to show how the traditional social, industrial, and economic life ofAfrkan s untouched by "either European or Asiatic influence", was different and complete initself, with its own organic wholeness.[4] In a letter responding to Blydens original series ofarticles, Fante journalist and politician J.E. Casely Hayford commented, "It is easy to see themen and women who walked the banks of the Nile" passing him on the streets of Kumasi.[4]Hayford suggested building a University to preserve Afrkan identity and instincts. In thatuniversity, the history chair would teach“Universal history, with particular reference to the part Ethiopia has played in the affairs of theworld. I would lay stress upon the fact that while Ramses II was dedicating temples to the Godof gods, and secondly to his own glory, the God of the Hebrews had not yet appeared untoMoses in the burning bush; that Africa was the cradle of the worlds systems and philosophies,and the nursing mother of its religions. In short, that Africa has nothing to be ashamed of in itsplace among the nations of the earth. I would make it possible for this seat of learning to be themeans of revising erroneous current ideas regarding the Afrkan ; of raising him in self-respect; and of making him an efficient co-worker in the uplifting of man to nobler effort.[4]” Curricular Domains, Fields and Aims Outline
    • Page 11 of 18The exchange of ideas between Blyden and Hayford embodied the fundamental concepts ofAfrocentrism.In the United States, during the early 20th century and the Harlem Renaissance, many writersand historians gathered in major cities, where they began to work on documentingachievements of Afrkan s throughout history, and in United States and Western life. They beganto set up institutions to support scholarly work in Afrkan -American history and literature, suchas the American Negro Academy (now the Black Academy of Letters and Arts), founded inWashington, DC in 1874. Some men were self-taught; others rose through the academicsystem. Creative writers and artists claimed space for Afrkan -American perspectives.Leaders included bibliophile Arthur Schomburg, who devoted his life to collecting literature, art,slave narratives, and other artifacts of the Afrkan diaspora. In 1911 with John Edward Bruce, hefounded the Negro Society for Historical Research in Yonkers, New York. The value ofSchomburgs personal collection was recognized, and it was purchased by the New York PublicLibrary in 1926 with aid of a Carnegie Corporation grant. It became the basis of what is nowcalled the Arthur Schomburg Center for Research in Black Culture, based in Harlem, New York.Schomburg used the money from the sale of his collection for more travel and acquisition ofmaterials.[5]Hubert Henry Harrison used his intellectual gifts in street lectures and political activism,influencing early generations of Black Socialists and Black Nationalists. Dr. Carter G. Woodsonco-founded the Association for the Study of Afrkan American Life and History (as it is nowcalled) in 1915, as well as the The Journal of Negro History, so that scholars of black historycould be supported and find venues for their work.Among their topics, editors of publications such as NAACPs The Crisis and Journal of NegroHistory sought to include articles that countered the prevailing view that Sub-Saharan Africa hadcontributed little of value to human history that was not the result of incursions by Europeansand Arabs.[6] Historians began to theorize that Ancient Egyptian civilization was the culminationof events arising from the origin of the human race in Africa. They investigated the history ofAfrica from that perspective.In March 1925 Schomburg published an essay "The Negro Digs Up His Past" in the SurveyGraphic in an issue devoted to Harlems intellectual life. The article had widespread distributionand influence, as he detailed the achievements of people of Afrkan descent.[7] Alain Lockeincluded the essay in his collection The New Negro.Afrocentrists claimed The Mis-Education of the Negro (1933) by Carter G. Woodson, an Afrkan -American historian, as one of their foundational texts. Woodson critiqued education of AfrkanAmericans as "mis-education" because he held that it denigrated the black while glorifying thewhite. For these early Afrocentrists, the goal was to break what they saw as a vicious cycle ofthe reproduction of black self-abnegation. In the words of The Crisis editor W. E. B. Du Bois, theworld left Afrkan Americans with a "double consciousness," and a sense of "always looking atones self through the eyes of others, of measuring ones soul by the tape of a world that lookson in amused contempt and pity."[8] Curricular Domains, Fields and Aims Outline
    • Page 12 of 18In his early years, W. E. B. Du Bois, researched West Afrkan cultures and attempted toconstruct a pan-Afrkan ist value system based on West Afrkan traditions. In the 1950s Du Boisenvisioned and received funding from Ghanaian president Kwame Nkrumah to produce anEncyclopedia Afrkan a to chronicle the history and cultures of Africa. Du Bois died before beingable to complete his work. Some aspects of Du Boiss approach are evident in work by CheikhAnta Diop in the 1950s and 1960s.Du Bois inspired a number of authors, including Drusilla Dunjee Houston. After reading his workThe Negro (1915), Houston embarked upon writing her Wonderful Ethiopians of the AncientCushite Empire (1926). The book was a compilation of evidence related to the historic origins ofCush and Ethiopia, and assessed their influences on Greece.1960s and 1970sThe 1960s and 1970s were times of social and political ferment. In the U.S. were born newforms of Black Nationalism, Black Power and Black Arts Movements, all driven to some degreeby an identification with "Mother Africa." Afrocentric scholars and Black youth also challengedEurocentric ideas in academia.The work of Cheikh Anta Diop became very influential. In the following decades, historiesrelated to Africa and the diaspora gradually incorporated a more Afrkan perspective. Since thattime, Afrocentrists have increasingly seen Afrkan peoples as the makers and shapers of theirown histories.[9] You have all heard of the Afrkan Personality; of Afrkan democracy, of the Afrkan way tosocialism, of negritude, and so on. They are all props we have fashioned at different times tohelp us get on our feet again. Once we are up we shant need any of them any more. But for themoment it is in the nature of things that we may need to counter racism with what Jean-PaulSartre has called an anti-racist racism, to announce not just that we are as good as the nextman but that we are much better. —Chinua Achebe, 1965[10]In this context, ethnocentric Afrocentrism was not intended to be essential or permanent, butwas a consciously fashioned strategy of resistance to the Eurocentrism of the time.[8]Afrocentric scholars adopted two approaches: a deconstructive rebuttal of what they called "thewhole archive of European ideological racism" and a reconstructive act of writing new self-constructed histories.[8]At a 1974 UNESCO symposium in Cairo titled "The Peopling of Ancient Egypt and theDecipherment of Meroitic Script", Cheikh Anta Diop brought together scholars of Egypt fromaround the world.[11]Key texts from this period include: * The Destruction of Black Civilization (1971) by Chancellor Williams * The Afrkan Origins of Civilization: Myth or Reality (1974) by Cheikh Anta Diop * They Came Before Columbus: The Afrkan Presence in Ancient America (1976) by Ivan VanSertima Curricular Domains, Fields and Aims Outline
    • Page 13 of 18Some Afrocentric writers focused on study of indigenous Afrkan civilizations and peoples, toemphasize Afrkan history separate from European or Arab influence. Primary among them wasChancellor Williams, whose book The Destruction of Black Civilization: Great Issues of a Racefrom 4500 B.C. to 2000 A.D. set out to determine a "purely Afrkan body of principles, valuesystems (and) philosophy of life".[12]1980s and 1990sIn the 1980s and 1990s, Afrocentrism increasingly became seen as a tool for addressing socialills and a means of grounding community efforts toward self-determination and political andeconomic empowerment.In his (1992) article "Eurocentrism vs. Afrocentrism", US anthropologist Linus A. Hoskins wrote:The vital necessity for Afrkan people to use the weapons of education and history to extricatethemselves from this psychological dependency complex/syndrome as a necessaryprecondition for liberation. [...] If Afrkan peoples (the global majority) were to becomeAfrocentric (Afrocentrized), ... that would spell the ineluctable end of European global power anddominance. This is indeed the fear of Europeans. ... Afrocentrism is a state of mind, a particularsubconscious mind-set that is rooted in the ancestral heritage and communal value system.[13]American educator Jawanza Kunjufu made the case that hip hop culture, rather than beingcreative expression of the culture, was the root of many social ills.[14] For some Afrocentrists,the contemporary problems of the ghetto stemmed not from race and class inequality, but ratherfrom a failure to inculcate Black youth with Afrocentric values.[15]In the West and elsewhere, the European, in the midst of other peoples, has often propoundedan exclusive view of reality; the exclusivity of this view creates a fundamental human crisis. Insome cases, it has created cultures arrayed against each other or even against themselves.Afrocentricity’s response certainly is not to impose its own particularity as a universal, asEurocentricity has often done. But hearing the voice of Afrkan American culture with all of itsattendant parts is one way of creating a more sane society and one model for a more humaneworld. -Asante, M. K. (1988)[16]In 1997, US cultural historian Nathan Glazer described Afrocentricity as a form ofmulticulturalism. He wrote that its influence ranged from sensible proposals about inclusion ofmore Afrkan material in school curricula to what he called senseless claims about Afrkanprimacy in all major technological achievements. Glazer argued that Afrocentricity had becomemore important due to the failure of mainstream society to assimilate all Afrkan Americans.Anger and frustration at their continuing separation gave black Americans the impetus to rejecttraditions that excluded them.[17] Curricular Domains, Fields and Aims Outline
    • Page 14 of 182000sToday, Afrocentricity takes many forms, including striving for a more multicultural and balancedapproach to the study of history and sociology. Afrocentrists contend that race still exists as asocial and political construct.[15] They argue that for centuries in academia, Eurocentric ideasabout history were dominant: ideas such as blacks having no civilizations, no written languages,no cultures, and no histories of any note before coming into contact with Europeans. Further,according to the views of some Afrocentrists, European history has commonly received moreattention within the academic community than the history of sub-Saharan Afrkan cultures orthose of the many Pacific Island peoples. Afrocentrists contend it is important to divorce thehistorical record from past racism. Molefi Kete Asantes book Afrocentricity (1988) argues thatAfrkan -Americans should look to Afrkan cultures "as a critical corrective to a displaced agencyamong Afrkan s." Some Afrocentrists believe that the burden of Afrocentricity is to define anddevelop Afrkan agency in the midst of the cultural wars debate. By doing so, Afrocentricity cansupport all forms of multiculturalism.[18]Afrocentrists argue that Afrocentricity is important for people of all ethnicities who want tounderstand Afrkan history and the Afrkan diaspora. For example, the Afrocentric method canbe used to research Afrkan indigenous culture. Queeneth Mkabela writes in 2005 that theAfrocentric perspective provides new insights for understanding Afrkan indigenous culture, in amulticultural context. According to Mkabela and others, the Afrocentric method is a necessarypart of complete scholarship and without it, the picture is incomplete, less accurate, and lessobjective.[19]Studies of Afrkan and Afrkan -diaspora cultures have shifted understanding and created a morepositive acceptance of influence by Afrkan religious, linguistic and other traditions, both amongscholars and the general public. For example religious movements such as Vodou are now lesslikely to be characterized as "mere superstition", but understood in terms of links to Afrkantraditions.In recent years Afrkan a Studies or Africology[9] departments at many major universities havegrown out of the Afrocentric "Black Studies" departments formed in the 1970s. Rather thanfocusing on black topics in the Afrkan diaspora (often exclusively Afrkan American topics),these reformed departments aim to expand the field to encompass all of the Afrkan diaspora.They also seek to better align themselves with other University departments and find continuityand compromise between the radical Afrocentricity of the past decades and the multiculturalscholarship found in many fields today.[20]Reference Notes 1. Woodson, Dr. Carter G. (1933). The Mis-Education of the Negro. Khalifahs Booksellers &Associates. 2. Akbar, Dr. Naim.(1998) 3. Chinweizu (1987). Decolonizing the Afrkan Mind. Sundoor Press.) 4. Blyden, Edward Wilmot (1994-03-01). Afrkan Life and Customs. Black Classic Press. ISBN978-0933121430. 5. NYPL, Schomburg Center for Research in Black Culture 6. "The Afrkan Origin of the Grecian Civilisation", Journal of Negro History, 1917, pp.334-344 Curricular Domains, Fields and Aims Outline
    • Page 15 of 18 7. Arthur Schomburg, "The Negro Digs Up His Past", The Survey Graphic, Harlem: March1925, University of Virginia Library, accessed 2 Feb 2009 8 Tejumola Olaniyan, "From Black Aesthetics to Afrocentrism", West Africa Review, Issue 9(2006) 9. a b Henry Louis Gates (Editor), Kwame Anthony Appiah (Editor), Afrkan a: TheEncyclopedia of the Afrkan and Afrkan -American Volume 1. Page 114, Oxford UniversityPress. 2005. ISBN 0195170555 10. Chinua Achebe, The Novelist as Teacher, 1965 11. Bruce G. Trigger, "The Peopling of Ancient Egypt and the Decipherment of Meroitic Script:Proceedings of the Symposium Held in Cairo from 28 January to 3 February 1974 byUNESCO", The International Journal of Afrkan Historical Studies, Vol. 13, No. 2 (1980), pp.371-373 12. The Destruction of Black Civilization: Great Issues of a Race from 4500 B.C. to 2000 A.D.,p. 19 1987 13. Linus A. Hoskins, Eurocentrism vs. Afrocentrism: A Geopolitical Linkage Analysis, Journalof Black Studies (1992), pp. 249, 251, 253. 14. Hip-Hop vs MAAT: A Psycho/Social Analysis of Values Jawanza Kunjufu 1993 15. a b Achieving Blackness: Race, Black Nationalism, and Afrocentrism By Algernon Austin.ISBN 0814707076 16. Asante, M. K. (1988). Afrocentricity. Trenton, NJ: Africa World Press Inc. Page 28 17. We Are All Multiculturalists Now By Nathan Glazer Published 1997 Harvard UniversityPress ISBN 067494836X 18. Teasley, M.; Tyson, E. (2007). "Cultural Wars and the Attack on Multiculturalism: AnAfrocentric Critique". Journal of Black Studies 37 (3): 390. doi:10.1177/0021934706290081. 19. Using the Afrocentric Method in Researching Indigenous Afrkan Culture by QueenethMkabela The Qualitative Report Volume 10 Number 1 March 2005 178-189 20. Out of the Revolution: The Development of Afrkan a Studies By Delores P. Aldridge,Carlene Young. Lexington Books 2000. ISBN 0739105477ResourcesRBG Blakademics Studies Collections Table for DownloadFurther reading * Molefi Kete Asante (1980). Afrocentricity: The theory of social change. Amulefi Pub. Co. * Kondo, Zak. Black Students Guide to Positive Education. * Goggins II, Lathardus. Afrkan Centered Rites of Passage and Education. * Gill, Walter. Issues in Afrkan American Education. * Cartwright, Madeline. For the Children. * Zaslavsky, Claudia. Africa Counts. * Hilliard III, Asa G. SBA: The Reawakening of the Afrkan Mind. * Hilliard III, Asa G. Maroons Within Us. * Hilliard III, Asa G., et al. Young, Gifted and Black. * Hilliard III, Asa G., Payton-Stewart, Lucretia, Williams, Larry Obadele. Infusion of Afrkanand Afrkan American Content in the School Curriculum. * Palmer, Anyim. The Failure of Public Education in the Black Community. * Foluke, Gyasi A. The Crisis and Challenge of Black Mis-Education in America. * DuBois, W.E.B. and Aptheker, Herbert. The Education of Black People. * Lomotey, Kofi. Going to School: the Afrkan American Experience. Curricular Domains, Fields and Aims Outline
    • Page 16 of 18 * Akoto, Kwame Agyei. Nationbuilding: Theory and practice in Afrikan-centered education. * Shujaa, Mwalimu J. Too Much Schooling, Too Little Education. * Lometey, Kofi. Sailing Against the Wind: Afrkan Americans and Women in U.S. Education. * Richard Majors. Educating Our Black Children: New Directions and Radical Approaches. * Hale, Janice E. Unbank the Fire: Visions for the Education of Afrkan American Children. * Watkins, William H. The White Architects of Black Education: Ideology and Power inAmerica, 1865-1954 * Denbo, Sheryl. Improving Schools for Afrkan American Students: A Reader for EducationalLeaders. * Ani, Marimba.Yurugu: An Afrkan -Centered Critique of European Cultural Thought andBehavior. * Murrell Jr., Peter C. Afrkan -Centered Pedagogy:Developing Schools of Achievement forAfrkan American Children. * Ford, Donna Y. Reversing Underachievement Among Gifted Black Students. * Ratteray, Joan D. Center Shift: An Afrkan -Centered Approach for the Multi-CulturalCurriculum. * Tatum, Beverly Daniel. Why Are All The Black Kids Sitting Together in the Cafeteria. * Gentry, Atron A. Learning to Survive: Black Youth Look for Education and Hope. * Kafele, Baruti K. A Black Parent’s Handbook to Educating Your Children (Outside of theClassroom)The Text:Akoto, Kwame Agyei. Nationbuilding: Theory and practice in Afrikan-centerededucation Curricular Domains, Fields and Aims Outline
    • Page 17 of 18 APPENDIX I RBG Communiversity Courses of Study Collections 2012The Collections herein are Full Courses of Study and all downloadable PDFs. There are over500 publications, include interactive multi-media tutorials, image / graphics files, mp3downloads, e-books, primary historical documents and reprints. All free downloads. As long asyou have an internet connection, you can interact with this table from your desktop…NJOY RBG DR. JOHN HENRIK CLARKE STUDIES COLLECTION New Afrikan Maoist Party (NAMP) 07/08 Party Bulletins RBG Troy Anthony Davis End the Racist-Classist Death Penalty S... RBG Free Mumia and All New Afrikan PP/POW and the PIC Studies... RBG New Afrikan (Afrikans in America) Liberation Programs RBG Political Economy and Nationhood Studies Collection Del Jones, aka Nana Kuntu (The War Correspondent) Studies Collection RBG GEO-POLITICS,WAR, POLICE STATE AND GLOBAL ECONOMIC CRISIS COLLECTION RBGz Mukasa Afrika Maat Collection RBG Honorable Robert F. Williams Studies Collection RBG MUZIK, ARTISTS PRESS BOOKLETS PORTFOLIO AND SPECIAL PROJECTS RBG-CRSN from Spear & Shield Publications- Studies Collection RBG-The Maafa (European Holocaust of Afrikan Enslavement) and Reparations Collection Curricular Domains, Fields and Aims Outline
    • Page 18 of 18 Nation of Islam and the Honorable Elijah Muhammad Studies Collection RBG BLAKADEMICS MAIN LIBRARY RBG STREET SCHOLARS THINK TANK CORE CURRICULUM RBG Honorable Dr. Amos N. Wilson Studies Collection RBG-BLACK PANTHER PARTY HISTORICAL-POLITICAL STUDIES COLLECTION RBG-Privisional Government of the Republic of New Afrika (PG-RNA) Collection RBG Honorable Robert F. Williams Studies Collection RBG FROLINAN STUDIES COLLECTION RBG 18TH TO EARLY 20TH CENTURY STREET SCHOLARS COLLECTION RBG Blakademics Minister Malcolm X Studies Collection Curricular Domains, Fields and Aims Outline