Dissertations / Theses on the topic 'Afrocentrism – African'
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Akoma, Efua. "African centered curriculum and teacher efficacy contributors to African American student achievement /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-06052008-092853/.
Full textTitle from file title page. Miles Anthony Irving, committee chair ; Jonathan Gayles, Ann Kruger , committee members. Electronic text (65 p.) : digital, PDF file. Description based on contents viewed October 26, 2007. Includes bibliographical references (p. 41-47).
Auguste, Eyene Essono. "L'écriture, l'Afrique et l'humanité le papyrus, vol. 1 /." Paris : L'Harmattan, 2001. http://catalog.hathitrust.org/api/volumes/oclc/47895927.html.
Full text"Cahier de l'Institut Cheikh Anata Diop." Includes bibliographical references (p. 114-[117]).
Hood, Yolanda. "African American quilt culture : an afrocentric feminist analysis of African American art quilts in the Midwest /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974639.
Full textHamlin, Jennifer. "The relationship between afrocentric values and investment, commitment and relationship satisfaction in African-American heterosexual relationships /." Connect to this resource. (Authorized users only), 1994.
Find full textMachado, Elaine Roberta Silvestre. "No caminho de Tikorê, um lagarto: cartografias do percurso do cuidado na educação: aprendendo com o povo Dagara e a filosofia ubuntu." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/8376.
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This dissertation presents the route of a reasearch performed in two elementary municipal schools in a town near Sorocaba (SP). Here we use the african traditional culture Dagara and the ubuntu philosophy to recreate ancestor experiences of care and enable the enlargement of the notion of humanity developed in the ocidental contemporary education. We understand that taking care is to establish relationships and, as from the civilizing values of african societies, we aim to take care communaly, with nature and spirituality. By the cartography method, we could experience the community caring which aims to interrupt medicalization and pathologization of life, as educators somehow affected compose each child's community. Once in community, we can see the invisible dimmension of care, we admit another way to live time and aim to desconstruct any excludent devices. The care for nature happened in the school's gardening project, where the teenagers could, through their enchantment, experience communion with nature. Knowing experience with nature, drawing attention to details and imagine themselves in a pleasant situation with nature led to enchantment. Care for spirituality was due to the experience of transcendence for appreciation of ancestors. We have reconnected the teenagers to their histories, costumes and knowledge, so the workin the field was valorized and respected in the school's gardening project, as an ancestry element. At a meeting with school inspectors the transcencence experience has contributed to compose their practices' ancestry. While experiencing care in an afro-focused perspective, I have been moving on my blackening process. I have diven in the african culture, in the black culture, to make ancestry my existance's meaning. I have participated in lectures, shows and several cultural workshops so blackness could inhabit my my mode of existence and understanding the world; it has been our way to reverse the whitening phenomenon because of which black people still feel the consequences. In this dissertation we describe how care happens in the traditional african cultures perspective and leaving spoors so it can be que ele possa tried in other contexts, allthough we need to tell that these have been inspiring experiences, but they have not changed those schools, neither education in that town, country, or ocident. Exist in these experiences the bias of provisoriety, the circumstancethat only political fight can confirm and establish. A fight for a humanized education, non-hegemonic and that considers the human dimensions excluded until then, but that african traditional cultures have much to teach.
Esta dissertação apresenta o percurso de uma pesquisa realizada em duas escolas de ensino fundamental da rede municipal de uma cidade próxima a Sorocaba (SP). Nesta pesquisa tomamos as culturas tradicionais africanas vividas pelo povo Dagara e na filosofia ubuntu para recriar experiências ancestrais de cuidado e possibilitar a ampliação da noção de humanidade desenvolvida na educação ocidental contemporânea. Entendemos que cuidar é estabelecer relações e, a partir dos valores civilizatórios das sociedades africanas, buscamos cuidar em comunidade, com a natureza e pela espiritualidade. Pelo método da cartografia, pudemos experimentar o cuidado em comunidade, que procurou interromper processos de medicalização e patologização da vida, na medida em que educadores afetados de alguma forma passaram a compor a comunidade de cada criança. Uma vez em comunidade, reconhecemos a dimensão invisível no cuidado, admitimos outra forma de viver o tempo e procuramos desconstruir artifícios de exclusão. O cuidado com a natureza aconteceu no projeto de horta escolar, onde os adolescentes puderam, pelo encantamento, experimentar a comunhão com a natureza. Conhecer a experiência com a natureza, chamar a atenção para os detalhes e imaginar-se numa situação prazerosa com a natureza propiciaram o encantamento. O cuidado pela espiritualidade se deu pela experiência de transcendência para valorização dos ancestrais. Fomos reconectando os adolescentes com suas histórias, costumes e saberes para que o trabalho no campo fosse valorizado e respeitado no projeto da horta escolar como elemento de ancestralidade. Na reunião com os inspetores, a experiência de transcendência contribuiu para constituir a ancestralidade de suas práticas. Enquanto experimentava o cuidado numa perspectiva afrocentrada, também caminhava em meu processo de enegrecimento. Mergulhei na cultura de matriz africana, na cultura negra, para fazer da ancestralidade, sentido para minha existência. Participei de palestras, espetáculos e oficinas culturais diversas para que a negritude fosse habitando meu modo de existir e de compreender o mundo, buscando reverter o fenômeno de branqueamento pelo qual todo negro e negra ainda sente as consequências. Nesta dissertação estamos narrando como o cuidado, na perspectiva das culturas tradicionais africanas, aconteceu e deixando pistas para que ele possa ser experimentado em outros contextos. Contudo, é preciso dizer que estas experiências foram inspiradoras, mas ainda não transformaram aquelas escolas, nem tampouco a educação daquela cidade ou ainda a educação brasileira ocidental. Existe nestas experiências o viés da provisoriedade, da circunstância que somente a luta política pode confirmar e estabelecer. Luta por uma educação humanizada, contra-hegemônica e que considera dimensões do ser humano excluídas até então, mas que as culturas tradicionais africanas têm muito a ensinar.
Whitlow, Natalie M. "The development and validation of the Whitlow Measure of Afrocentric Relationship Attitudes." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4396.
Full textThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 2, 2007) Vita. Includes bibliographical references.
Mattei, Giuseppe. "Foundations for an African American approach to the confirmation of adolescents." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
Full textLilley, Myron Damon. "An investigation of the importance of spirituality and afrocentricity among African American caregivers: Implications for the mentally ill." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1613.
Full textWatkins, Tawanda M. "Will "Hallelujah" Help Me? Exploring the Relationship Between Spirituality and Emotional Intelligence Among Black Women in Higher Education." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2019. http://digitalcommons.auctr.edu/cauetds/176.
Full textRabiu, Ademola Misbau. "The need to recalibrate the Africa trade facilitation legal framework to achieve an enduring intra-African trade." University of the Western Cape, 2018. http://hdl.handle.net/11394/6561.
Full textIt is necessary to improve on Africa poor and stagnated share of the global trade and to attract bigger share of the global investments funds to meet the growing developmental challenges. The bottlenecks at the borders of most countries have made Africa the continent with the highest cost of trade. This has worsened the competitiveness of the continent’s economy thereby imparting its ability to draw full benefits from the global trading system. The introduction of simpler trade procedures is expected to lower trade costs and boosts flows of goods among African countries and with the global community. It is imperative then to explore frameworks for innovative trade facilitating instruments within the ambits of the multilateral trading system to enhance intra-African trade. The idea is to evolve an Afrocentric framework that will not precipitate retaliatory measures from the trading partners. This study encourages African countries policy makers to avail themselves of the concessionary provisions in the WTO agreement to design a targeted trade facilitation framework. It is posited that an Afrocentric trade facilitation legal and regulatory policies are necessary to improve African countries capabilities to trade more with each other and with other countries at similar stage of development. This must be structured to specifically facilitate intra-Africa trade via the development of regional or sectoral competitive advantages rather than the multilateral trade facilitation protocols that is targeted to boost African trade with the international partners. A mega-regional trade agreement that will facilitate intra-African trade in the specific sectors and then use the bigger economies of scale to develop competitiveness on the global stage, is proposed. Based on the continent abundant agricultural and natural resources, and the huge and growing young populations, it is found that investments in value creating manufacturing industries in the agricultural, power and the transport sectors as well as the service sectors were found to hold the biggest potentials. This is necessary to generate large jobs and employment opportunities and diversify exports. In these sectors, region-owned companies in each sub-region to be complemented with private investors are being proposed. This is necessary due to the huge resources outlay and the poor margin that will not encourage private investors to commit into this sector. To protect the companies being proposed without precipitating retaliatory actions by the trading partners, Article XXIV, the Enabling Clause and the contingent trade protection measures as contained in Article XIX of the GATT Agreement (the safeguard measures and the subsidies and countervailing measures) were presented to be sufficient.
Wright, Donela C. "The Home as Refuge: Locating Homeplace Theory Within the Afrocentric Paradigm." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/391281.
Full textPh.D.
This project will expand and extend the current concept of homeplace, as offered by cultural critic and scholar bell hooks. In doing so, it will assess the various ways that home has been constructed by persons of African descent, and suggests that homeplace is a form of maroonage that is manifested both physically and psychologically. In addition to conceptually theorizing on homeplace, this project will also introduce Homeplace Theory, a theoretical prescriptive to the issue of diminished and erased cultural consciousness amongst persons of African descent. Additionally, this project will explain the historical and socio-cultural role the Africana woman plays in the creation and maintenance of homeplace. By privileging Afrocentricity as the primary theoretical thrust, Homeplace Theory finds an intellectual home within the Afrocentric Paradigm with the addition of Afrocentric principles in the creation and explanation of Homeplace Theory. Afrocentricity also validates the subjective inquiry of African derived phenomena. In this regard, this project fortifies the intellectual subjective investigation of the Afrocentric enterprise within the discipline of Africology/Africana Studies/African American Studies.
Temple University--Theses
Smith, Aaron X. "An Afrocentric Analysis of the Oratory of President Barack Obama." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/327048.
Full textPh.D.
This dissertation examines President Barack Obama as a symbol and his rhetoric through an Afrocentric analytical lens. The problem that prompted my research was the current process (and future probability) of President Barack Obama's image and legacy being drastically revised from the current perceptions held by most who observe him daily. In this study, the researcher utilized an empirical, symbolic, and rhetorical approach to conduct an Afrocentric data analysis. This process included a review of the foundational terms and concepts utilized to express the Afrocentric idea (including Afrocentricity, location, and agency), and ultimately led to new concepts, analytical tools, and theories based on the evidence manifested over the course this study. This text represents an attempt to seize the magnitude of the "Democratic day" that Barack Obama was elected in a way that it could strengthen understanding of the Afrocentric idea. Based upon the analytical foundation of Afrocentricity I presented a methodology described as Beneficial Extraction method that will highlight the information, examples, strategies and attributes that can be utilized, salvaged and implemented for the uplift of African people. My findings include, the need for an increase in the appreciation for incremental progress in the African/African American community and the need to refine the ability to recognize and benefit from multiple and diverse methods of struggle throughout the African Diaspora.
Temple University--Theses
Thabede, Dumisani Gaylord. "Social casework : an afrocentric perspective." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50450.
Full textENGLISH ABSTRACT: Of the three primary methods of intervention in social work - casework, group work and community work - the focus of this study is on social casework. Every country structures its own model of casework practice and this model is determined by the social conditions and the diversity of ethnic groups and their specific cultures. For any social work intervention to be effective it must incorporate the cultural elements and nuances that influence the life of the people in a given country. In South Africa the implementation of the western paradigm of casework normally leaves out of account the dynamics of African culture. Consequently, current practice in social casework will have need to undergo a fundamental paradigm shift in order to address the needs of clients in a culturally sensitive way. The problem that this study will address, therefore, is the lack of sensitivity to African culture in the practice of social casework. Not surprisingly, research on the indigenization of casework in South Africa is meagre. This study attempts to contribute to the scientific inquiry about indigenizing casework theory and practice in South Africa. The aim of this study is to present an Afrocentric perspective on the method of social casework that will provide guidelines for practice in African communities in South Africa. To achieve this aim, four objectives are pursued: to describe casework within the context of the history of social work; to identify cultural elements that are essential to practice casework with African clients; to determine to what extent social caseworkers are culturally sensitive; and to investigate how far social caseworkers are equipped to render services to African clients. An exploratory study which is qualitative in nature was conducted. The phenomenological research strategy was used where the researcher, through in-depth interviews with respondents, developed insight into the experiences of social workers with regard to their practice of casework with African clients. Semi-structured interviews were conducted with ten respondents who were social workers employed either by the state or by private welfare organizations in the Limpopo Province. The findings of the study are that social work training does not adequately prepare social workers to practice casework effectively with African clients. Indeed, social workers practising casework are not always culturally competent. Guidelines to be considered when practising casework with African clients are presented, and ways are suggested of how social workers can achieve cultural competence in service rendering to African clients. For social casework to succeed in South Africa, it is crucial that caseworkers acknowledge the existence of the African worldview, which is profoundly informed by African culture, and also incorporate the implications of this worldview in their casework framework of practice with African clients.
AFRIKAANSE OPSOMMING: Van die drie primêre intervensiemetodes in maatskaplike werk - gevallewerk, groepwerk en gemeenskapswerk, is die fokus van die studie op gevallewerk. Elke land stel sy eie model vir die beoefening van gevallewerk saam en die model sal afhang van die sosiale toestande en die diversiteit van etniese groepe en hulle spesifieke kulture. Vir maatskaplike werk intervensie om effektief te wees moet die kultuur elemente en nuanses wat die lewe van mense in 'n bepaalde land beïnvloed, in ag geneem word. In Suid-Afrika neem die implementering van die westerse paradigma van gevallewerk normaalweg nie die dinamika van die Afrikakultuur in ag nie. Gevolglik moet die huidige beoefening van gevallewerk in Suid-Afrika 'n fundamentele paradigma skuif ondergaan ten einde die behoeftes van kliënte in 'n kultuur sensitiewe manier aan te spreek. Die probleem wat hierdie studie derhalwe sal ondersoek is die gebrek aan sensitiwiteit vir die Afrika kultuur in die beoefening van gevallewerk. Dit is ook nie verbasend dat navorsing oor die verinheemsing van gevallewerk in Suid-Afrika gebrekkig is nie. Die studie beoog om 'n bydrae te lewer tot die wetenskaplike ondersoek van die verinheemsing van gevallewerk teorie en praktyk in Suid-Afrika. Daar bestaan 'n dringende behoefte om gevallewerk benaderings en prosesse te kontekstualiseer en te verheems ten einde sensitief te wees vir en te reageer op die sosiale realiteite wat die meeste Suid-Afrikaners ervaar. Die doel van die studie is om 'n Afrosentriese perspektief van die gevallewerk metode van maatskaplike werk, wat riglyne sal verskaf vir die beoefening van gevallewerk in Afrika gemeenskappe in Suid-Afrika, aan te bied. Om dit te bereik is vier doelwitte vir die studie gestel: om gevallewerk binne die konteks van die geskiedenis van maatskaplike werk te beskryf; om die kultuur elemente wat essensieel is vir die beoefening van gevallewerk met Afrika kliënte, te identifiseer; om by gevallewerkers vas te stel tot watter mate hulle toegerus is om kultuur sensitief te wees en om die mate waarin gevallewerkers bevoeg is om dienste en Afrika kliënte te lewer, te ondersoek. 'n Verkennende studie wat kwalitatief van aard is, is onderneem. Die fenomenologiese strategie is gebruik waartydens die navorser met behulp van in-diepte onderhoude met respondente insig ontwikkel het in die ervarings van maatskaplike werkers in die beoefening van gevallewerk met Afrika kliënte. Semi-gestruktureerde onderhoude is met tien respondente wat maatskaplike werkers in diens van óf die staat óf privaat welsynsorganisasies in die Limpopo Provinsie is, is gevoer. Die bevindinge van die studie is dat maatskaplikewerk-opleiding maatskaplike werkers nie voldoende voorberei om gevallewerk met Afrika kliënte effektief te beoefen nie. Inderdaad is maatskaplike werkers wat gevallewerk beoefen nie altyd kultuur sensitief nie. Riglyne wat oorweeg kan word vir die beoefening van gevallewerk met Afrika kliënte word aangebied en maniere waarop kulturele kompetensie bereik kan word in dienslewering aan Afrika kliënte word voorgestel. Vir maatskaplike werk om suksesvol te wees in Suid-Afrika is dit kardinaal dat gevallewerkers erkenning sal verleen aan die bestaan van 'n Afrika wêreldbeskouing wat hoofsaaklik ontleen is aan die Afrikakultuur en dat die implikasies van hierdie wêreldbeskouing vir hulle deel sal maak van hulle gevallewerk praktyk raamwerk met Afrika kliënte.
Moses, Raven M. "TEACHING IN AFROCENTRIC SCHOOLS: AN EXPLORATORY STUDY OF ADMINISTRATORS’ VIEWS ON DEFINING, ASSESSING AND DEVELOPING AFROCENTRIC TEACHING COMPETENCE." Master's thesis, Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/359772.
Full textM.A.
In the available research on Afrocentric K-12 education, one area of primary concern is measuring Afrocentric education’s effectiveness at enhancing the performance and achievement of African American children relative to what they would achieve in traditional schools. A significant part of determining the level of success of the Afrocentric educational model involves ascertaining the efficacy of Afrocentric teachers. However, the existing research on various specific Afrocentric schools, both past and present, suggests that acquiring teachers sufficiently qualified to teach an Afrocentric curriculum is an area of concern. This raises a number of important questions including whether this suggested problem actually exists in the current Afrocentric school community, what constitutes “sufficient qualification,” how important Afrocentric qualification is relative to a particular school’s mission, and what is being done by actual schools to ensure that its teachers are properly qualified. In an effort to address these questions, this study investigated Afrocentric school administrators’ attitudes toward Afrocentric teaching competence. It also explored their assessments of the proficiency of their own teachers, and their opinions about what constitutes effective teacher preparation programming. This primarily qualitative exploratory study was conducted by surveying principal administrators of Afrocentric and African-centered schools. The participants in the study worked at private and public charter schools located in various states. Qualitative analysis was used to analyze the responses to a participant-administered online questionnaire. The results of the survey indicate that there is significant variation in the ways that the participants define and implement the Afrocentric education model as well as in the ways that they both conceive of and measure Afrocentric teaching competence. The findings imply a need for further, more intense exploration of what it means to be a competent teacher within an Afrocentric school as well as extensive research into potentially establishing standards for the demonstration of competence in the classroom. Doing so should provide a starting point for fully engaging the Afrocentric education community’s beliefs about the successes and failures of its teachers, which should in turn open up space for exploring how best to proceed with future teacher development.
Temple University--Theses
Sams, Timothy Edward. "Reinforcing The Afrocentric Paradigm: a theoretical project." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/100560.
Full textPh.D.
Thomas Kuhn's 1962 groundbreaking work, The Scientific Revolution, established the process for creating, and the components of, a disciplinary paradigm. This "scientific revolution" has evolved to become the standard for determining a field's claim to disciplinary status. In 2001 and 2003, Ama Mazama, used Kuhn's model to establish the disciplinary status of Africology, through the categorical structuring of the Afrocentric Paradigm. Though her work conclusively made the claim that Africology is a legitimate academic discipline, still more work remained in effort to meet other criterion set forth by Kuhn. Through the use of content analysis, this work extends Mazama's work by addressing four additional areas of paradigm development that was established by Kuhn: (1) the scientific revolutionary moment for the discipline; (2) the nature of consensus among the scholars of the discipline; (3) the intellectual identity of the discipline's scholars; and (4) the distinct intellectual behavior of the discipline's scholars as seen through their evolved epistemic and methodological tradition. This work also reconfirms Africology's fidelity to the roots of the original Black Studies Movement, identifies independent intellectual tools for Black Studies scholars, identifies Afrocentric excellence and rigor, and provides an instructive tool for burgeoning Afrocentric Scholars.
Temple University--Theses
Mvulane-Moloi, Tshepo. "Afrikan contribution to international relations theory: an Afrocentric philosophical enquiry." Thesis, University of Zululand, 2012. http://hdl.handle.net/10530/1276.
Full textThe academic field of IR has been haunted by its Westerncentric philosophical founding masters. This has consequently led almost the overall (if not the entire) literature, of this particular academic discipline, to have become a typical platform wherein the Eurocentric driven masternarratives have become consolidated, as the norm. The interrogation of pedagogy thus led to concerns of indoctrination, as a direct result of the dogmatic views (as specifically derived and driven by the literature of Western philosophy), which overtime has informed the bulk of IR (theory) literature. Themes of racism, dynamics introduced by the role of language, sexism, (Feminism, gender, patriarchy) even the age factor of authoritative IR theorists, amongst other factors, are thus brought afore and engaged in detail, hopefully not in an overly complex manner. Within this study, concepts such as Worldview are interrogated and stripped of their implied scholarly innocence. When studied closer, expressions (which have led to the formation of Mainstream IR theories), as located within the bulk of IR literature, reveal that what is presented as nuanced and structured thought, may specifically be traced back, and realized as mere rhetorical echoes of pioneering Western philosophers. From such an Eurocentric/Westerncentric foundation, as specifically located in the suspected scholarly body of Western Philosophy, this exploratory study, has thus inevitably placed an enormous question mark, on what may possibly be / have been the contribution of the other (non-Eurocentric / non-Westerncentric) IR theories. Particular investigative focus would hopefully, be placed upon securing a possible existence of an Afrikan philosophical Worldview, as may possibly be / have been informed by the doctrine of Afrocentricity. It should thus be understood that this particular study, is mainly interested, in what may currently be or have been Afrikan contribution to IR theory. The specific employment of Afrocentricity should hopefully be read, as an effort by the author of this study, to secure the sought Afrikan contribution to IR, from a local/from below (Afrikan) narrative perspective. Such an effort, may hopefully within this study, be linked to the chief aim(s) of Afrikan philosophy.
National Research Foundation (NRF), Stellenbosch University and TATA Foundation.
Ra'oof, Miranda L. "Afrocentric Pedagogy as a Transformative Educational Practice." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600106.
Full textThis mixed-methods study analyzed the effectiveness of the practices and attitudes of selected African American teachers who use culturally relevant and responsive Afrocentric pedagogies as the instructional foundation for improved academic outcomes with their African American students. The theory of Afrocentricity was used as the philosophical framework to study their pedagogy. Afrocentricity is a mode of thought and practice in which in African people are placed at the center of their own history and culture; engages them as subjects rather than objects; and approaches them with respect for their interests, values, and perspectives (Asante 1980, 2003). Concepts employed from this theoretical framework provided a lens for the triangulation of qualitative and quantitative data collected and analyzed. The setting for this study was a private Afrocentric prekindergarten through 8th-grade school. The participants in this study were 3 African American teachers. Data collected and analyzed supported using culturally relevant and responsive pedagogy to produce improved academic outcomes for students of color (Boykin, 1984, 1994; Hale-Benson, 1986; King, 1991; Ladson-Billings, 1994; Shujaa, 1995; Villegas, 1991).
Findings suggested that in selected academic settings improved academic performance occurred for African American students when teachers used culture relevant and responsive pedagogy. The following themes were embedded in the pedagogy: self-determination, academic empowerment, cultural empowerment, and family/community empowerment. The findings implied a need for teachers and teacher-training institutions to re-examine, recommit, and re-institute culturally relevant and responsive pedagogy that respects and addresses the culture, education, and social improvement for positive academic outcomes for all children.
Keywords: Afrocentricity, Afrocentric Pedagogy, achievement gap, culturally responsive pedagogy.
Ruth, Damian William. "Research, education and management in South Africa." Thesis, University of Sheffield, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311814.
Full textSheffield, Corey Maurice. "The efficacy of students toward learning within an Afrocentric education program." Thesis, Argosy University, Atlanta, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3663401.
Full textThis study examined the self-efficacy of African-American students in an Afrocentric education program with the purpose of determining if student self-efficacy is higher among African-American students in an Afrocentric school in comparison to African-American students within a mainstream school. This quantitative study examined the self-efficacy of students based on student responses on the Self-Efficacy for Learning Form (SELF) given to African-American students in an Afrocentric education program and African-American students in a mainstream school in the areas of reading, studying, test preparation, note-taking, and writing. Scores from the SELF survey were compared to determine which group of students demonstrated higher levels of self-efficacy based on their responses. A total of 446 students participated in the study: 242 from the Afrocentric program and 204 from the mainstream school. An ANOVA was utilized to determine if there was a statistically significant difference in the self-efficacy of African American students in an Afrocentric program in comparison to African American students in a mainstream school in regard to reading, studying, test preparation, note-taking, and writing. The results of the analysis indicate that there were significant differences in the areas on reading self-efficacy, studying self-efficacy, test preparation self-efficacy, note-taking self-efficacy, and writing self-efficacy. This research is significant because it explores a pedagogy that could be used to address the achievement gap. Through this study, educators and researchers will be able to see if African-American students' self-efficacy increases when the culture of the student is considered fundamental to their education.
Tidwell, Wylie Jason. "Stigmas Associated With Black American Incarceration Through an Afrocentric Lens." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1577.
Full textWebb-Johnson, Gwendolyn C. Morreau Lanny E. "Effects of a paradigmatic Afrocentric inservice program for special education teachers." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510434.
Full textTitle from title page screen, viewed April 3, 2006. Dissertation Committee: Lanny E. Morreau (chair), Barbara Heyl, Ira L. Neal, Paula J. Smith, Jerome Tillman, Pamela H. Wheeler. Includes bibliographical references (leaves 211-224) and abstract. Also available in print.
Rayford, Debra D. "A Phenomenological Case Study of Seventh-Grade African American Male Students at the Africentric School in Columbus, Ohio." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1334597826.
Full textPhalane, Koketso Emelia. "African families' perceptions of traumatic brain injury in the Capricorn District :an Afrocentric perspective." Thesis, University of Limpopo, 2017. http://hdl.handle.net/10386/2008.
Full textThis study investigated the perceptions of African families of TBI. Caregivers and TBI victims were given the opportunity to talk about their TBI perceptions. The study revealed that people’s knowledge of TBI is not good. This is proven by the way in which the participants understood and explained the conditions the victims found themselves in, after the accidents and how their family members are. Findings reveal that culture does play a vital role in the perceptions of African people. The study illustrates that the perceptions are culturally-rooted. The study interviewed five individuals (n=5) with TBI and a total of nine caregivers (n=9) were interviewed. A total of fourteen (n=14) participants were interviewed. The study reveals that the causes of TBI were attributed a number of things. According to the participants TBI is caused by witchcraft, the will of God and ancestors. The study also helped highlight the beliefs and the cultural system of Africans. It also explained the reality of an African. The Afrocentric theory helped shape the study as it helped in explaining the importance of an Africans’ view. The Afrocentric theory postulates that Africans have a different reality from that of Westerns and it has been proven by the findings. Although the participants were told about TBI by the doctors, they still had their own explanations and attributions to the problem.
Yehudah, Miciah Z. ""Seizing The Power to Define!" Afrocentric Inquiry and the African Hebrew Israelites of Jerusalem." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/294961.
Full textPh.D.
"Seizing the Power to Define!" Afrocentric Inquiry and the African Hebrew Israelites of Jerusalem Miciah Z. Yehudah Doctoral Dissertation Doctoral Committee Advisory Chair: Iyelli Ichile; Ph.D. Temple University, Philadelphia Pennsylvania, United States of America This dissertation critically examines the African Hebrew Israelites of Jerusalem, a group of African American Hebrews from Chicago that migrated to Liberia in 1967 and Israel in 1969. The greater part of the scholarship engaging the group since 1967 has consistently labeled them along four lines: as a people seeking constant external acceptance; as a cultic or "new religious movement"; as an oppressed and downtrodden people seeking success in any way in which it could be achieved; or as a people with a strange affinity towards Jewish people so extreme that they intend not only to emulate and eradicate them but to serve as their replacements. In the literature reviewed it was rare that the actual philosophy of the African Hebrew Israelites of Jerusalem was interrogated. In the rare cases in which their philosophies were examined they were situated only in regards to their relationship with an already assumed universal White normativity. In studying the group, methodological concerns arise, as do questions with regards to who the African Hebrew Israelites of Jerusalem truly are. To investigate the methodological parameters of studying the African Hebrew Israelites of Jerusalem the Afrocentric Paradigm is employed. Afrocentric inquiry's focus on agency and the privileging of the voice of the African subjects within its own narrative differs drastically from the methodology underlying those scholars that have studied the group previously. In order to explore who the African Hebrew Israelites of Jerusalem identify with (orientation), how they navigate the issue of epistemology as both a people of African and Israelite heritage (grounding), and how they define freedom and its parameters in conversation with the larger African world they claim to be amongst (location) this dissertation analyzes major publications of the African Hebrew Israelites of Jerusalem since the 1980s. This work challenges the argument that the Afrocentric Paradigm is ill suited to appropriately study the African Hebrew Israelites of Jerusalem.
Temple University--Theses
Schumpert, Raymond Evan. "Contemporary Afrocentric religious expressions of the Pan-African orthodox Christian church as compared to John S. Mbiti's interpretation of African religion." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1996. http://digitalcommons.auctr.edu/dissertations/2397.
Full textCartman, Obari. "The Development and Lived Experience of African Centered Identity: A Qualitative Investigation." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/psych_diss/97.
Full textScott, Mikana S. "AN AFROCENTRIC ANALYSIS OF SCHOLARLY LITERATURE ON THE CAYMAN ISLANDS: LOCATION THEORY IN A CARIBBEAN CONTEXT." Master's thesis, Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/272658.
Full textM.L.A.
This work addresses the following question: How has the prominent scholarly literature on the Cayman Islands promoted a discourse that serves to undermine the acknowledgment of African contributions as well as African self-identification in the country? Utilizing an Afrocentric inquiry, the method of content analysis was employed to interrogate selected texts using location theory. It was found that the majority of literature on the Cayman Islands, as well as the dominant ideology within the Caribbean has indeed undermined the acknowledgement of African contributions as well as African self-identification in the country. More scholarship is needed that examines the experiences of African descended people living in the Caribbean from their own perspective, and critically engages dislocated texts.
Temple University--Theses
Brooks, Zachary D. "Optimizing the Functional Utility of Afrocentric Intellectual Production: The Significance of Systemic Race Consciousness & Necessity of a Separatist Epistemological Standpoint." Master's thesis, Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/500843.
Full textM.A.
This research aims to reinforce the functional aspect of the Afrocentric paradigm by coupling the development of Afrocentric consciousness with a systemic race consciousness so that the intellectual production coming out of the discipline of Africology can more practically address the needs of Afrikan people under the contemporary system of white supremacy. By examining strengths and limitations of some existing theories and concepts within Black Studies, the goal of this examination becomes to more effectively address the problems of the epistemic convergence Eurocentrism structurally imposes on Afrikan people seeking liberation. Through an examination of how the cultural logic of racism/white supremacy has determined the shape and character of institutions within the United States, this work will argue that the most constructive political disposition for an Afrocentrist to take is one of separatist nationalism. The argument being made is that this ideological component is a necessary catalyst to produce Afrocentric scholarship that has optimal functional utility toward the goal of achieving sustainable liberation for Afrikan people from the Maafa.
Temple University--Theses
Jackson, KaShawndros. "The Function of Afrocentric Curricula in Higher Education: A Case Study of Selected HBCU Institutions." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/103.
Full textPetersen, Amanda Mae. "Beyond Black and White| An Examination of Afrocentric Facial Features and Sex in Criminal Sentencing." Thesis, Portland State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1561452.
Full textResearch on race and sentencing is increasingly moving beyond racial category analyses to include more subtle attributes such as skin tone and facial features. In keeping with this progression, this research examines the extent to which convicted offenders' Afrocentric facial features interact with sex in order to create longer criminal sentences for stereotypically Black males and females. A random sample of Black and White males and females currently serving prison sentences in the state of Oregon were selected for inclusion in the study. A preliminary regression analysis was run in order to determine the effect of broad racial category on sentencing length when controlling for offense characteristics, offense history, and extralegal factors. Additionally, photographs of a sample of 110 Black males and 91 Black females were rated for strength of Afrocentric facial features by undergraduate students. These ratings were averaged to create an Afrocentric rating for each Black individual in the sample. Regression analyses were then conducted for Black individuals in order to determine the effect of Afrocentric facial features and sex on sentence length. Results suggested that although broad racial category is not a significant predictor of sentence length, Afrocentric facial features interact with sex to produce longer sentences for Black males, but not Black females, with stronger Afrocentric facial features. Individuals with the fewest Afrocentric facial features were excluded from the analysis in order to limit the potential misperception of racial category by judges. These findings are consistent with current understandings of feature-trait stereotyping, as well as the focal concerns perspective regarding judicial decision-making.
Nomngcoyiya, Thanduxolo. "The impact of cultural attrition on youth behaviour :the case of ulwaluko and Intonjane cultural practices in Mthatha and Mount Frere, Eastern Cape, South Africa." Thesis, University of Fort Hare, 2018. http://hdl.handle.net/10353/5576.
Full textHarrison, Valerie Irene. "The Racial Significance of Pennsylvania's K-12 Public Education Funding Scheme: An Afrocentric Analysis." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/301786.
Full textPh.D.
The issue of public education has long been studied and continues to stymie communities as they diligently attempt to create effective educational opportunities. This Afrocentric study aims to help students, parents, educators, advocates, legislators and everyone concerned about the future of public education to think differently about how it is funded. This work essentially is an Afrocentric legal analysis of the law that governs the funding of K-12 public education in Pennsylvania. Employing an Afrocentric methodology, this study examines the racial significance of Pennsylvania's K-12 public education funding scheme. Specifically, it examines the extent to which, although race neutral on its face, the funding scheme employs other proxies for racism that reduce African agency and perpetuate the oppression of African Americans. Because Philadelphia is the state's largest predominantly African-American school district, it is a useful case study for examining the racial significance of the funding scheme.
Temple University--Theses
Noman, Abu Sayeed Mohammad. "POST-COLONIAL DISLOCATION AND AMNESIA: A CURE FROM MOLEFI KETE ASANTE'S AN AFROCENTRIC MANIFESTO." Master's thesis, Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216557.
Full textM.A.
'Post-colonial Dislocation and Amnesia: A Cure from Molefi Kete Asante's An Afrocentric Manifesto' aims at investigating the epistemological problems and theoretical inconsistencies in contemporary post-colonial studies. Capitalizing Molefi Kete Asante's theorizations on agency, location, identity, and history this project applies an Afrocentric approach in its reading of the post-colonial authors and theorists. While current postcolonial theory seems to be at stake with operationalizing many of its terms and concepts, the application of Afrocentric methods can help answering severe allegations raised by a number of critics against this discourse. Issues concerning spatial and temporal location of the term post-colonial, commodity status of post-colonialism, and crises in the post-colonial pedagogy can be addressed from an Afrocentric perspective based on a new historiography. To support the proposed arguments, the paper provides an extensive reading of two post-colonial writers from the Caribbean, and shows how they manipulate their apparent power in perpetuating the misrepresentations of the colonized people initiated by the colonial discourses. With a detailed discussion of the principles of Afrocentricity based on Asante's ground-breaking book An Afrocentric Manifesto, the paper proposes possible ways in which Afrocentric theory could be applied in addressing such misrepresentations and developing a true sense of identity for the oppressed people.
Temple University--Theses
Amatokwu, Buashie. "An Afrocentric Analysis of Hip Hop Musical Art Composition and production: Roles, Themes, Techniques, and Contexts." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/16261.
Full textPh.D.
This thesis investigates the roles, themes, techniques and contexts of composition in hip-hop. It seeks to explain how hip-hop artists view and define their work, while also taking into consideration the viewpoints of other participants in the marketing pool of hip-hop production and consumption. The conceptual plan on which the study is based is Afrocentric; coupled with Ethnographic method of data processing and interpretation. This method is comprised of personal interviews, participant observation, sonic analysis and the use of bibliographic entries and notes that allows for sense and meaning in text. Also used are documented data, which contain descriptions of hip-hop lyrics, interviews, opinions, journalistic notes, and scholarly reports as a means of evolving a cohesive sense of the message's intent, opinion, knowledge of its roles, themes, techniques, images, and contexts The study found that the issues and themes that dominate hip-hop include bondage impairment, concern over currently warped social values and trends, and challenges over oppressive cultural values and social institutions. The artists whose compositions and renderings were used for the purpose of this study not only demonstrated an ability to isolate and construct themes about issues, but were also familiar with the issues that reveal them as agents for the liberation of the minds of their Diaspora Africa peoples and communities. Their music and grassroots commentaries were found to be appropriately designed to persuade their targeted audience to greater awareness. They conveyed messages that encouraged positive attitude and behavioral change in respect to addressed themes that were, in the main, issues of disenfranchisement. They addressed negative, disapproving behaviors which the atmosphere of disenfranchisement has spurned, and were being expressed through the media of the hip-hop rap musicals. The study also highlights the connection between classical African musical expressions and postmodern Diaspora African musical innovations.
Temple University--Theses
CUDJOE, KAREN J. "THE PORTRAYAL OF AFRICANS IN TEXTBOOKS: A CONTENT ANALYSIS STUDY." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin989851864.
Full textFrancisco, Dominique K. "Out of Resistance Sparks Hope: An Afrocentric Rhetorical Analysis of Mothers of Slain Black Children." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592135067647318.
Full textWashington, Gregory. "An analysis of the influence of afrocentric values and ethnic identity on the drug attitudes of African-American male youth." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2003. http://digitalcommons.auctr.edu/dissertations/892.
Full textTully-Sitchet, Christine. "Pratiques et représentations afrocentristes chez les Africains-Américains : usages sociaux des origines et de la différence ethnoculturelle dans un itinéraire collectif de revalorisation, de ré-enchantement et d'affirmation de puissance." Paris 5, 2007. http://www.theses.fr/2007PA05H065.
Full textThis anthropological and microsociological research is concerned with a contemporary manifestation of Afrocentrism that puts into play a project of counter-acculturation taking on the form of africanization. Actors develop afrocentric practices and representations and assert in a conspicuous manner their connection to these distant ancestral origins. The africanization of hairstyle, clothing and first name are examined, as are the journey to Africa and Kwanzaa. The way actors make use of origins and ethnocultural differences is looked at. Our research reveals that Afrocentrism embodies a strategy of compensation and dissent by which a group responds to memorial and identity unease linked to a gap of memory and to racist discriminatory treatment. This multifaceted compensatory strategy defines a renewal of initiative marked in a path to collective assertion of self-worth, re-enthrallment and power. A path, wherein the actor attempts to transform suffering into positive creativity
Pereira, Patrícia da Silva. "Griot-educador : a pedagogia ancestral negro-africana e as infâncias, em um espaço de cultura afro-gaúcha." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/134701.
Full textThe research presented in this Master's Dissertation investigates the Griot's new mode of production, from african-centred activities carried out with children participated in the workshops "Sowing History" in AfroSul/Ọdọmọdé NGO in the city of Porto Alegre / RS. Through the perspective with a poststructuralist inspiration and research methodology with children, conceived them as partners in this research, seeking their accepted expressed in words and actions, as well as the Griot's and other participants of the site. Investigate how the ways of being Griot directly influences the activities, in speeches, in relations between the children, and those with adults, subjectively them in a way to be a child and to live their differentiated and african-centred childhoods. Discuss the different ways of being child throughout history and how the ethnic and cultural background of the population bases such differences and features Consisting how to be african-gaucho, one Afro-Brazilian produced from living and relationships established in the geographical area of the Rio Grande do Sul state, from different ethnic groups historically living here. Made evident the various activities proposed to children from the conversation, a basic orality, which intersperses the proposals, and the learning embodied in other forms of representations. These multiple childhoods, and their contributions to the production of these new subjects, children who perceive the world in its diversity and cultural and étnicorracial multiplicity, closes the desire for expansion of thought and planned actions for the maintenance of black-African ancestral cultures, Afrobrazilian and african-gaucho, enhancing the continuity of traditions, in particular the tradition of the Masters of Knowledge and Griot Education. Report this lived experience from my experiences in afrocentrada family, a way of being a participant of learning in this search space, a holistic process of building this story of self and other that these Masters of Knowledge use to teach.
Pettit-Pickens, Angira Somia. "Ripples in the Atlantic: Revisiting the Role of Water In Africans' Vision of Reality and Survival." Master's thesis, Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/442248.
Full textM.A.
This research aims to connect Africans from the continent to Africans dwelling in the diaspora through ripples of retention. This thesis examines the role of water and African water divinities as markers of cultural and spiritual retention in African communities abroad and on the continent of Africa. Drawing mostly from secondary sources for the investigation, this work revisits texts already documented to uncover the role of water in the survival and lived reality of Africans. The investigation starts by the Nile in Kemet (Egypt in antiquity) and travels through time and space. By beginning at the source of African civilization, this study solidifies the role of water in the ontology and cosmology of African people that is found in antiquity, in a number of ethnic groups along the west coast of Africa, and in the diaspora. Analysis of figures like Oshun, Yemaya, and Mami Wata reveals that external factors, one’s lived reality, and one’s social and physical environment is reflected in the characteristics and attributes of the water divinity abroad. For water spirits must reflect the African people; thus, the tremendous social and geographical changes African people undergo throughout the centuries can be noted as variations in a collective African culture. While this work is conducted in three chapters, future investigation is needed to explore the emancipatory features of water to Africans that are still burdened by the effects of colonialism, assimilation, imperialism, and slavery. Yet, this research in its present state adds to the collection of works in the field of Africana Studies and Africology by reestablishing the strong link among Africans from around the globe.
Temple University--Theses
Shockley-Smith, Meredith C. "In Pursuit of Raising Critical Consciousness: Educational Action Research in Two Courses." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1428066235.
Full textRolingher, Louise. "Originary syncretism and the construction of Swahili identity, 1890-1964 an experiment in history and theory /." [S.l. : s.n.], 2002. http://catalog.hathitrust.org/api/volumes/oclc/57294356.html.
Full text"A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Arts in History, Dept. of History and Classics." eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
Karlin, Michael. "Changing Narratives, Changing Destiny: Myth, Ritual and Afrocentric Identity Construction at the National Rites of Passage Institute." Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/rs_theses/20/.
Full textTitle from title page (Digital Archive@GSU, viewed June 24, 2010) Kathryn McClymond, committee chair; Timothy Renick, Gary Laderman, committee members. Includes bibliographical references (p. 73-76).
Shai, Kgothatso Brucely. "An afrocentric critique of the United States of America's foreign policy towards Africa : the case of Ghana and Tanzania, 1990-2014." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/2610.
Full textThe United States of America’s (US) foreign policy towards Africa has been the subject for debate. This is partly because the country’s relationship with African countries is not consistent. By and large, such relations are shaped by a number of factors which include political orientation and material resources. Within this context, the present study uses case studies from two different parts of Africa to tease out US foreign policy towards Africa. This explorative study uses Ghana and the United Republic of Tanzania (hereafter referred to as Tanzania) as test cases to compare and critique the post-Cold War foreign policy of the US towards Africa. It does this by first analysing and constructing the theoretical material on the three pillars of the US Africa policy (oil, democracy and security) and subsequently, contemporaneously locating the US relationship with Ghana and Tanzania. Largely, the study carries a historical sensibility as it traces the US relationship with Ghana and Tanzania from as far as the colonial era. History is crucial in this regard because the past provides a sound basis for understanding the present and future. To add, in International Politics theory holds sway and history is used as a laboratory. In this thesis, the researcher proposes Afrocentricity as an alternative theoretical paradigm crucial in understanding US foreign policy towards Africa. As it shall be seen, such a paradigm (theoretical lens) remains critical in highlighting the peculiarity of the US relationship with Ghana and Tanzania. It is envisaged that a deeper understanding of the US foreign policy towards Ghana and Tanzania is achievable when its analysis and interpretation is located within a broader continental context of Africa. To realise the purpose of this study, the researcher relies methodologically on interdisciplinary critical discourse and conversations in their widest forms. With reference to the test cases for this study, the agenda for democratic consolidation features prominently on both of them while oil is only applicable to Ghana in this regard. In contrast, Tanzania distinguishes itself both as a victim of terrorism and equally so as a strategic partner on the US anti-terrorism efforts in East Africa. Yet, oil in West Africa’s Ghana is important for the US both as an economic resource and a strategic energy source during wartime periods. Overall the ‘differential’ foreign policy towards individual African states is also a significant observation which dispels the myth of a universal US foreign policy framework. Keywords: Africa, Afrocentricity, democracy, East Africa, foreign policy, Ghana, oil, security, Tanzania, United States of America, West Africa.
Rogers, Ibram Henry. "The Black Campus Movement: An Afrocentric Narrative History of the Struggle to Diversify Higher Education, 1965-1972." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/56363.
Full textPh.D.
In 1965, Blacks were only about 4.5 percent of the total enrollment in American higher education. College programs and offices geared to Black students were rare. There were few courses on Black people, even at Black colleges. There was not a single African American Studies center, institute, program, or department on a college campus. Literature on Black people and non-racist scholarly examinations struggled to stay on the margins of the academy. Eight years later in 1973, the percentage of Blacks students stood at 7.3 percent and the absolute number of Black students approached 800,000, almost quadrupling the number in 1965. In 1973, more than 1,000 colleges had adopted more open admission policies or crafted particular adjustments to admit Blacks. Sections of the libraries on Black history and culture had dramatically grown and moved from relative obscurity. Nearly one thousand colleges had organized Black Studies courses, programs, or departments, had a tutoring program for Black students, were providing diversity training for workers, and were actively recruiting Black professors and staff. What happened? What forced the racial reformation of higher education? A social movement I call the Black Campus Movement. Despite its lasting and obvious significance, the struggle of these Black campus activists has been marginalized in the historiographies of the Student, Black Student, and Black Power Movements with White student activism, Black students' off-campus efforts, and the Black Panther Party dominating those respective sets of literature. Thus, in order to bring it to the fore, we should conceive of new historiography, which I term the Black Campus Movement. This dissertation is the first study to chronicle and analyze that nationwide, eight-year-long Black Campus Movement that diversified higher education. An Afrocentric methodology is used to frame the study, which primarily synthesized secondary sources--books, government studies, scholarly, newspaper and magazine articles--and composed this body of information into a general narrative of the movement. The narrative shows the building of the movement for relevance from 1965 to 1967 in which students organized their first Black Students Unions and made requests from the administration. By 1968, those requests had turned into demands, specifically after administrators were slow in instituting those demands and the social havoc wrought by the Orangeburg Massacre and the death of Dr. Martin Luther King, Jr. Instead of meeting with college officials over their concerns, Black students at Black and White colleges began staging dramatic protests for more Black students, faculty, administrators, coaches, staff, and trustees, as well as Black Studies courses and departments, Black dorms, and other programs and facilities geared to Black students. This protest activity climaxed in the spring of 1969, the narrative reveals. In response, higher education and the American government showered the students with both repressive measures, like laws curbing student protests, and reforms, like the introduction of hundreds of Black Studies programs, all of which slowed the movement. By 1973, the Black Campus Movement to gain diversity had been eclipsed by another movement on college campuses to maintain the diverse elements students had won the previous eight years. This struggle to keep these gains has continued into the 21st century, as diversity abounds on campuses across America in comparison to 1965.
Temple University--Theses
Foster, LM Alaiyo. "Dreaming Bititi's Harvest?| An exploratory study of Afrocentric rites of passage as a means of mitigating HIV transmission among metropolitan, African American, adolescent females." Thesis, Lewis and Clark College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10258442.
Full textThe lack of cultural specificity in sexuality education conjunct with a myriad of other social factors influences the disproportional impact of HIV on Black/African American adolescent females. Using a focus group methodology with 17 Black/ African American female middle and high school students, I harmonized the intersectionalities between the fields of Afrocentric rites of passage, public health education, and educational leadership toward providing insights and design of culturally conscious healthy sexuality instructional strategies and communal leadership.
The three aims of this exploratory study included: (a) ascertaining the perceived need for, and interest in, the co-creation of Bititi’s Harvest®, a gender and culturally specific, age-appropriate intervention using an Afrocentric rites of passage framework augmented with factual information on sexuality and healthier sexual practices, (b) examining participants’ current levels of knowledge and specific awareness of age, gender, and ethnic HIV risk, and (c) evaluating developments in my leadership praxis and pedagogy.
The key findings of this study included: participants’ indications of lacking fidelity in current educational systems’ strategies of culturally-specific education including comprehensive healthier sexuality education, differences between perceived and actual HIV knowledge accuracy), confidence in protective self-sufficiency, comfort speaking with peers and partners about HIV, participants’ recommendations to create curriculum that is inclusive and empowering, and participant interest in co-constructing said curriculum.
Finally, following an examination of my own leadership developments, I discuss how the findings and their practical application make an original, theoretically-relevant contribution to the literary body, including insights into culturally-specific programming, use of empowerment with metropolitan adolescent Black females 13-21 years, gender-specific use of Afrocentric theory, and rites of passage concept and practice, along with youth-centric and gender-specific input regarding HIV transmission among members of the African diaspora. I conclude with implications and recommendations for the three professional fields.
Keatts, Quenton. "A Discourse Analysis of the Centered and Critical Scholar-Activism of Martin Luther King Jr." Thesis, Virginia Tech, 2010. http://hdl.handle.net/10919/35821.
Full textMaster of Science
Chevers, Ivy E. "A Study Of Rastafarian Culture In Columbus,Ohio: Notes From An African American Woman's Journey." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1221592719.
Full textPycroft, Hayley. "Beyond Afrocentricism and Orientalism contemporary representations of transnational identities in the works of Nontsikelelo "Lolo" Veleko and Tracy Payne." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002216.
Full textDumpson, Donald. "FOUR SCHOLARS' ENGAGEMENT OF WORKS BY CLASSICAL COMPOSERS OF AFRICAN DESCENT: A COLLECTIVE CASE STUDY." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/261236.
Full textPh.D.
The purpose of this research was to investigate ways classical composers of African descent have been included in the mainstream academic canon. I examined the insights of four scholars who have been committed to including classical composers of African descent throughout their music careers. The initial research questions of this study were: 1) How do participants describe their frameworks for making the commitment to include classical composers of African descent throughout their careers? 2) What have been the challenges and benefits associated with their commitment? 3) What might contemporary scholars view as strategies for integrating classical composers of African descent into the mainstream academic canon? Four musicians, who have contributed to the scholarship related to classical works by composers of African descent in very different ways, participated in this qualitative collective case study: Dr. Ysaye Maria Barnwell, a composer and performer; Dr. Dominique-Rene de Lerma, musicologist; Dr. Anthony Thomas Leach, educator, conductor, and organist; and Mr. Hannibal Lokumbe, composer, trumpeter, and visionary. Through two in-depth interviews with each of the four scholars, a related question emerged: How have the participants contributed to the inclusion of classical composers of African descent throughout professional careers and personal lives? I transcribed the interviews, returned them to the participants for member checks, and prepared final, revised transcripts based on their feedback for analysis. I examined the interview data to obtain a collective representation related to the research questions. I analyzed the data for emerging codes, categories, and themes until details considered substantive to the research emerged. Themes that emerged focused on the need to identify the importance of seeing the contributions for classical composers of African descent from an Afrocentric as well as a Eurocentric perspective; the impact of the Civil Rights Movement on how each participant engaged the music throughout their lives; the importance of informal and formal education and the roles family, community, and school played in their relationship with the music they shared; and, the significance of creating access to their works through publications and professional associations.
Temple University--Theses