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Critique on the Problematic of Implementing Afrocentricity into Traditional Curriculum

This article is a subjective reflection on the implementation of African-centered composition curriculum into the traditional curriculum. The overview is offered to provide insight into the problems and pleasures of overcoming "the powers that be." The implementation of African-centered curriculum is complex because of the complex past and present of African Americans. In their quest for equality and freedom, African Americans have taken diverse positions on the best way to "make it" in America. Students' ideas of "making it" in academia influence the academic personas they adopt or have been trained to adopt. The diversity within the African American community brings with it the clash of diverse ideologies and class intersections. For the most part, all African Americans come from private and public schools with 400-plus years of stereotypes hanging over their heads. Most did not escape the experience of miseducation. For as many African Americans who come to college "prepared," an equal or greater number arrive not prepared for college-level work. This idea of preparedness is in and of itself telling. Most come prepared to experience another 4 or more years of miseducation. Miseducation here is employed in the sense in which Woodson (1933/1990) so thoroughly explained-a form of training designed for the uplifting of the dominant society that inadvertently works to the demise of the oppressed people in the society.