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dc.contributor.author Cornelius, Cynthia Diana en
dc.date.accessioned 2014-01-29T22:04:06Z en
dc.date.available 2014-01-29T22:04:06Z en
dc.date.issued 2012 en
dc.identifier.uri http://hdl.handle.net/10211.3/109970 en
dc.description.abstract This study consists of a comprehensive analysis of Afrocentricity and African Centered Education and the value and viability of these paradigms as alternatives to the current Eurocentric educational system in the United States. It will seek to critically analyze the theoretical frameworks of Afrocentricity as pedagogy for children and youth. It will seek to examine the overall effect of African centered pedagogy on the learning of African American children. This qualitative study uses a case study analysis and document inquiry that implements Afrocentricity in curriculum. This study finds that when an African centered model is introduced into the curriculum, African American students respond significantly better. It is believed this occurs because you have a curriculum which provides educational self-determination, honors and respects the students’ home culture, assists them in understanding the world and equips them with knowledge which translates to power so that they have more choice and control in their learning. en
dc.format.extent vii, 97 leaves en
dc.language.iso en_US en
dc.publisher San Francisco State University en
dc.rights Copyright by Cynthia Diana Cornelius, 2012 en
dc.source AS36 2012 EDUC .C67 en
dc.title Afrocentric education and its importance in African American children and youth development en
dc.type Thesis en
dc.date.embargountil 10000-01-01 en
dc.contributor.department Education en
dc.description.degree Education


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