Afrocentric Curriculum in Urban Schools

Kelly Rhyne

Abstract


This article discusses the representation of African-American students in advanced courses in urban schools and their self-perspectives on being enrolled in academic classes with predominantly white peers. This article will show how African-American students who are enrolled in these classes, which are typically highly populated with white students, may find themselves existing within two societies, that which is established in the black community, and that of the imposed dominant European culture. Since the majority of African-American students are educated in Western academia, under Western influence, this dual existence can cause African-American students to develop a perception of themselves in which they measure their value and success in school through the lens of Western standards and principles, in addition to the lens in which they are measured by black society (DuBois, 1903/1994).


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