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INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to t>e removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. Bell & Howell Information and Learning 3(X) North Zeeb Road, Ann Arbor, Ml 48106-1346 USA UMI 800-521-0600 UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE FOUNDATIONS OF AFROCENTRIC THOUGHT AND PRACTICE AND ITS IMPLICATIONS AS AN ALTERNATIVE EDUCATIONAL PHILOSOPHY FOR .AERICAN AMERICAN INDIVIDUAL AND COMMUNITY EMPOWERMENT A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY In partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION By Raushan Paul Ashanti-Alexander Norman, Oklahoma 1999 UMI Number 9952408 UMI UMI Microform9952408 Copyright 2000 by Bell & Howell Information and Leaming Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. Bell & Howell Information and Leaming Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 © Copyright by Raushan Paul Ashanti-Alexander 1999 All Rights Reserved FOUNDATIONS OF AFROCENTRIC THOUGHT AND PRACTICE AND ITS IMPLICATIONS AS AN ALTERNATIVE EDUCATIONALPHILOSOPHY FOR AFRICAN AMERICAN INDIVIDUAL AND COMMUNITY EMPOWERMENT A DISSERTATION APPROVED FOR THE DEPARTMENT OF EDUCATIONAL LEADERSHIP AND POLICY STUDIES By /AU Courtney Vauann, Chair DoTRiTy Bre id. Member Dr. Charles Butler, Member Dr. N. JacK Kanak, Member ^ r. Dorscine'Spim ACKNOWLEDGEMENTS My attempts to thank all of those special people who have been a part of my quest to obtain this degree is almost as monumental a task as obtaining the degree itself. But 1 would be remiss if 1 were not to make the attempt to thank those who were a source of encouragement and inspiration, motivation, and support during this journey. There is an African proverb that says. “It takes a whole village to raise a child”. In a similar vein, it takes a whole village to assist in the accomplishments of an education. I am here because of the efforts of others, the people of my village. I express a special thanks and appreciation to my parents, John (1927- ) and Laura Alexander (1929-1995) who were bom before the University of Oklahoma allowed African Americans entrance but who provided me with the tenacity and educational grit to be one of its graduates. To my brothers (Horace, John. Bruce. Duncan and Mack) and my sisters (Paula. Karron. and Sharron) 1 want to thank them for their special gifts and support. Thanks to all of those teachers at Lincoln School in Chickasha. Oklahoma who helped me to develop my educational skills and abilities and demanded that 1 be prepared to face a world that would not accept any excuses for failure. And to my mentors (Mrs.Boyd and Mr. Hilbum) who were my teachers, friends and mentors long after my school years ended, I always remembered that 1 was still their student. A special note of thanks to Roland Hayes who told me as a 9'*’ grade student that the U.S. Calvary at Fort Reno. Oklahoma were Black. To my cousins Roosevelt and Charlene Turner, 1 want to thank them for being my role models before the term was fashionable. They always had room for me. Dr.Brennen iv Taylor, was a friend and as well as an educator in Omaha, Nebraska who came into my life at a time to remind me that I could accomplish the doctoral endeavor. To my doctoral committee. Dr. Courmey Vaughn, Chair, words cannot adequately express my sincere appreciation for her continued encouragement, guidance, support and belief in me from the beginning; Dr. Charles Butler always had the time to encourage, advise and to inspire; Dr. Jack Kanak. is an advocate for cultural diversity in the educational arena who allowed me the opportunity to examine my thoughts and theories in courses that addressed the psychological impact of race and culture; Dr. Dorscine Spigner-Littles who always set a good example of scholarship and professionalism assisted me in my study and examination of issues pertinent to this study. Your counsel has always been effective, timely and appreciated; To Dr. Jerry Bread, thank you for providing me with a dimension of scholarship that enable me to understand and gain another cultural perspective beyond Africa. 1 want to acknowledge our children, Damian, La Traye, Cinnamon. Denise, Robyn and Denita for the special giffs that each of them possess and must unfold in a world in which their ancestors made a significant contribution. To my grandsons. Nicholas Rashawn Alexander, William Weaver and my granddaughters Alena Nicole Meredith, Dekyra Parrish Mundell, and Brittany Nicole Alexander who must remember who they are. And finally to my wife Rosalind, thank you for reminding me to keep faith with the promises that I made long ago. She is forever a reminder and example of love, strength and power of African womanhood in spite of the obstacles of time and place. TABLE OF CONTENTS CHAPTER 1 Introduction.................................................................................................................I Research Question.....................................................................................................5 Significance of the Study..........................................................................................5 CH.\PTER 2 Methodology and Sources.........................................................................................7 Sources.......................................................................................................................... Limitations.................................................................................................................. 10 Definition of Terms...................................................................................................11 CHAPTER 3 Review of the Literature .......................................................................................... 16 A Critique of Eurocentric Education......................................................................16 The Afrocentric Challenge.......................................................................................24 CHAPTER 4 The Historical Perspective...................................................................................... 30 African Sovereignty.................................................................................................30 Of Human Bondage.................................................................................................34 Obstacles to Black Education.................................................................................38 The Education of the Afiican American............................................................... 41 An Education of Domination and Control............................................................43 From the Plantation to the Ghetto..........................................................................48 VI Education as a Weapon of Control..........................................................................50 The Scientific Study of the Negro...........................................................................53 The Systematic Study of Afnca............................................................................... 63 Only the Black Woman............................................................................................. 67 African Resistance and Separation.......................................................................... 72 Pan Africanism and Nationalism............................................................................. 76 Message to the Black Man........................................................................................S1 The Civil Rights Movement.................................................................................... S4 Malcolm X ..................................................................................................................87 Black Power ................................................................................................................89 Black Studies............................................................................................................. 93 The Acquisition of an Afrocentric Educational Philosophy.................................95 CHAPTER 5 Analysis....................................................................................................................... 97 The Multifaceted Challenge......................................................................................98