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For centuries, racist, colonial, and Eurocentric bias has blocked or distorted knowledge of Africans, their histories and cultures, resulting in a counter mythology claiming the innate superiority of African-descended peoples. In this provocative study, historian Stephen Howe challenges this Afrocentric rewriting of African history. 16 photos. Copyright © Libri GmbH. All rights reserved.
Not Out of Africa has sparked widespread debate over the teaching of revisionist history in schools and colleges. Was Socrates black? Did Aristotle steal his ideas from the library in Alexandria? Do we owe the underlying tenets of our democratic civilizaiton to the Africans? Mary Lefkowitz explains why politically motivated histories of the ancient world are being written and shows how Afrocentrist claims blatantly contradict the historical evidence. Not Out of Africa is an important book that protects and argues for the necessity of historical truths and standards in cultural education.For this new paperback edition, Mary Lefkowitz has written an epilogue in which she responds to her critics and offers topics for further discussion. She has also added supplementary notes, a bibliography with suggestions for further reading, and a glossary of names.
The author has written this book entitled 'Afrocentricity' especially for those Africans still in a confused state in order to show them the way to peace. Further he indicates that the book has created its own supporters and detractors and has also been at the core of intense debates about the de-colonizing of the African mind, the dismantling of America, and the destabilizing of the Eurocentric hegemony. This book is not meant to be unread, un-remarked upon, or unheard. Afrocentrists have multiplied in the theaters, universities, unions, political organizations, schools, and corporations. The challenge to the white racial hierarchy has been intense and severe; there can be no hiding from the agency of awakened Africans. In the next few decades it is anticipated that a mighty revolution of values, symbols, and actions might bring about a more equitable society. This revolution for justice and liberty shall be led by the aroused black nation committed to a world of peace.
A shot across the bow of Pan-African claims of a unified African culture
Molefi Kete Asante's Afrocentric philosophy has become one of the most persistent influences in the social sciences and humanities over the past three decades. It strives to create new forms of discourse about Africa and the African Diaspora, impact on education through expanding curricula to be more inclusive, change the language of social institutions to reflect a more holistic universe, and revitalize conversations in Africa, Europe, and America, about an African renaissance based on commitment to fundamental ideas of agency, centeredness, and cultural location. In An Afrocentric Manifesto, Molefi Kete Asante examines and explores the cultural perspective closest to the existential reality of African people in order to present an innovative interpretation on the modern issues confronting contemporary society. Thus, this book engages the major critiques of Afrocentricity, defends the necessity for African people to view themselves as agents instead of as objects on the fringes of Europe, and proposes a more democratic framework for human relationships. An Afrocentric Manifesto completes Asante's quartet on Afrocentric theory. It is at the cutting edge of this new paradigm with implications for all disciplines and fields of study. It will be essential reading for urban studies, philosophy, African and African American Studies, social work, sociology, political science, and communication.
This book compares two challenges made to American public school curricula in the 1980s and 1990s. It identifies striking similarities between proponents of Afrocentrism and creationism, accounts for their differential outcomes, and draws important conclusions for the study of culture, organizations, and social movements. Amy Binder gives a brief history of both movements and then describes how their challenges played out in seven school districts. Despite their very different constituencies--inner-city African American cultural essentialists and predominately white suburban Christian conservatives--Afrocentrists and creationists had much in common. Both made similar arguments about oppression and their children's well-being, both faced skepticism from educators about their factual claims, and both mounted their challenges through bureaucratic channels. In each case, challenged school systems were ultimately able to minimize or reject challengers' demands, but the process varied by case and type of challenge. Binder finds that Afrocentrists were more successful in advancing their cause than were creationists because they appeared to offer a solution to the real problem of urban school failure, met with more administrative sympathy toward their complaints of historic exclusion, sought to alter lower-prestige curricula (history, not science), and faced opponents who lacked a legal remedy comparable to the rule of church-state separation invoked by creationism's opponents. Binder's analysis yields several lessons for social movements research, suggesting that researchers need to pay greater attention to how movements seek to influence bureaucratic decision making, often from within. It also demonstrates the benefits of examining discursive, structural, and institutional factors in concert.
Afrocentrism has been a controversial but popular movement in schools and universities across America, as well as in black communities. But in We Can't Go Home Again, historian Clarence E. Walker puts Afrocentrism to the acid test, in a thoughtful, passionate, and often blisteringly funny analysis that melts away the pretensions of this "therapeutic mythology." As expounded by Molefi Kete Asante, Yosef Ben-Jochannan, and others, Afrocentrism encourages black Americans to discard their recent history, with its inescapable white presence, and to embrace instead an empowering vision of their African (specifically Egyptian) ancestors as the source of western civilization. Walker marshals a phalanx of serious scholarship to rout these ideas. He shows, for instance, that ancient Egyptian society was not black but a melange of ethnic groups, and questions whether, in any case, the pharaonic regime offers a model for blacks today, asking "if everybody was a King, who built the pyramids?" But for Walker, Afrocentrism is more than simply bad history--it substitutes a feel-good myth of the past for an attempt to grapple with the problems that still confront blacks in a racist society. The modern American black identity is the product of centuries of real history, as Africans and their descendants created new, hybrid cultures--mixing many African ethnic influences with native and European elements. Afrocentrism replaces this complex history with a dubious claim to distant glory. "Afrocentrism offers not an empowering understanding of black Americans' past," Walker concludes, "but a pastiche of 'alien traditions' held together by simplistic fantasies." More to the point, this specious history denies to black Americans the dignity, and power, that springs from an honest understanding of their real history.
The Afrocentric Praxis of Teaching for Freedom explains and illustrates how an African worldview, as a platform for culture-based teaching and learning, helps educators to retrieve African heritage and cultural knowledge which have been historically discounted and decoupled from teaching and learning. The book has three objectives: To exemplify how each of the emancipatory pedagogies it delineates and demonstrates is supported by African worldview concepts and parallel knowledge, general understandings, values, and claims that are produced by that worldview To make African Diasporan cultural connections visible in the curriculum through numerous examples of cultural continuities––seen in the actions of Diasporan groups and individuals––that consistently exhibit an African worldview or cultural framework To provide teachers with content drawn from Africa’s legacy to humanity as a model for locating all students––and the cultures and groups they represent––as subjects in the curriculum and pedagogy of schooling This book expands the Afrocentric praxis presented in the authors’ "Re-membering" History in Teacher and Student Learning by combining "re-membered" (democratized) historical content with emancipatory pedagogies that are connected to an African cultural platform.
Was Western civilization founded by ancient Egyptians and Phoenicians? Can the ancient Egyptians usefully be called black? Did the ancient Greeks borrow religion, science, and philosophy from the Egyptians and Phoenicians? Have scholars ignored the Afroasiatic roots of Western civilization as a result of racism and anti-Semitism? In this collection of twenty essays, leading scholars in a broad range of disciplines confront the claims made by Martin Bernal in Black Athena: The Afroasiatic Roots of Classical Civilization. In that work, Bernal proposed a radical reinterpretation of the roots of classical civilization, contending that ancient Greek culture derived from Egypt and Phoenicia and that European scholars have been biased against the notion of Egyptian and Phoenician influence on Western civilization. The contributors to this volume argue that Bernal's claims are exaggerated and in many cases unjustified. Topics covered include race and physical anthropology; the question of an Egyptian invasion of Greece; the origins of Greek language, philosophy, and science; and racism and anti-Semitism in classical scholarship. In the conclusion to the volume, the editors propose an entirely new scholarly framework for understanding the relationship between the cultures of the ancient Near East and Greece and the origins of Western civilization. The contributors are: John Baines, professor of Egyptology, University of Oxford Kathryn A. Bard, assistant professor of archaeology, Boston University C. Loring Brace, professor of anthropology and curator of biological anthropology in the Museum of Anthropology, University of Michigan John E. Coleman, professor of classics, Cornell University Edith Hall, lecturer in classics, University of Reading, England Jay H. Jasanoff, Jacob Gould Schurman Professor of Linguistics, Cornell University Richard Jenkyns, fellow and tutor, Lady Margaret Hall, Oxford, and university lecturer in classics, University of Oxford Mary R. Lefkowitz, Andrew W. Mellon Professor in the Humanities, Wellesley College Mario Liverani, professor of ancient near eastern history, Universita di Roma, 'La Sapienza' Sarah P. Morris, professor of classics, University of California at Los Angeles Robert E. Norton, associate professor of German, Vassar College Alan Nussbaum, associate professor of classics, Cornell University David O'Connor, professor of Egyptology and curator in charge of the Egyptian section of the University Museum, University of Pennsylvania Robert Palter, Dana Professor Emeritus of the History of Science, Trinity College, Connecticut Guy MacLean Rogers, associate professor of Greek and Latin and history, Wellesley College Frank M. Snowden, Jr., professor of classics emeritus, Howard University Lawrence A. Tritle, associate professor of history, Loyola Marymount University Emily T. Vermeule, Samuel E. Zemurray, Jr., and Doris Zemurray Stone-Radcliffe Professor Emerita, Harvard University Frank J. Yurco, Egyptologist, Field Museum of Natural History and the University of Chicago