According to Eshleman (1991), one of the primary means of elevating the social status and self-esteem levels of African Americans is education. However, the question can be asked as to whether the standard education given to Anglo-American students is relevant to the needs of African-American students?
Some educators (e.g. Moses, 1991; Singer, 1993) feel that standard educational curricula over-focuses on European achievement and ideas thereby presenting a Eurocentric perspective that does not adequately address the educational, sociopolitical, or psychological needs of black students. Vann and Kunjufu (1993) put it this way:
A strictly Eurocentric perspective will not properly prepare students for a successful future in a multicultural world. Because students internalize what they are taught, schools profoundly affect children's confidence and self-esteem. (p.490)
The authors further note that an Afrocentric, multicultural curriculum would benefit both white and African-American students, because both would learn that all cultures have made outstanding contributions.
Based on sentiments such as those expressed by Vann and Kunjufu (1993), many educators favor a multicultural approach to education which, according to Ornstein and Hunkins (1993) can be defined as an educational approach that:
(1) introduces materials that are multiracial, multiethnic, and nonsexist;
(2) teaches values that promote cultural diversity and individuality;
(3) incorporates various cultural and ethnic activities in the classroom and school community program;
(4) encourages multilingualism and multiple dialects; and (5) emphasizes multicultural teacher education programs.
The purpose of this paper is to examine the existing literature on Afrocentric curriculum within the multicultural educational approach. The emphasis of the review is upon the extent to which current theory and research support the contention tha...