Afrocentricity: Student Voices on African American Identity in Multicultural Education Reform




Johnson, Stacy

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African American parents, educators and community leaders have historically expressed frustration over biased curriculum that has led to the poor academic performance of African American students across the United States (Ajirotutu, 2000; Au, Brown, & Calderón, 2016; Broderick, 2014; Giddings, 2001; Merry & New, 2008; Teasley, Crutchfield, A. Williams Jennings, Clayton, & Okilwa, 2016). In response to this social outcry and the injustice of an Ethnocentric White supremacist worldview that persists in framing knowledge and knowledge production via public school curriculum and pedagogy, Afrocentric education sits at the center of the debate around school reforms and its participation in Multicultural Education (Ajirotutu, 2000; Au et al., 2016; Broderick, 2014; Giddings, 2001; Merry & New, 2008; Teasley et al., 2016). In the midst of the argument lies a deeper injustice regarding the silenced voices of African American students themselves who are uninvited to sit at the discussion table where their needs and their futures are disputed (Yonezawa & Jones, 2007). The purpose of this Mixed Methods interdisciplinary research study was to conduct a Multiple Case Study in which student voices were empowered to participate in the direction of their academic futures by describing their experiences with current public-school curriculum and pedagogy and their preferences for a culturally coherent integration of an Afrocentric education.


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academic achievement, African American, culture, curriculum, identity, pedagogy



Interdisciplinary Learning and Teaching