Keepers of West-African Humanism and Healing: African-Centered Storytelling Praxis by Asè in Chicago BY Elisha Hall B.A., Carleton College, 2007 M.A., Antioch College Midwest, 2011 DISSERTATION Submitted as partial fulfillment of the requirements for the degree of Doctor of Philosophy in Policy Studies in Urban Education in the Graduate College of the University of Illinois at Chicago, 2020 Chicago, Illinois Defense Committee: David Stovall, African-American Studies, Chair and Advisor Nicole Nguyen, Educational Policy Studies Decoteau Irby, Educational Policy Studies Kamau Rashid, National-Louis University Goria Emeagwali, Central Connecticut State University ACKNOWLEDGEMENTS This has not been easy – and for that I am thankful. While I sought to learn knowledge and wisdom from the content, I was indeed humbled and indebted to the lessons learned from the process. I have deep gratitude for the Creator. I am also honored my Ancestors helped me persevere when I did want to move. For guiding me into places and spaces that I did not know existed. And for keeping the line of communication open. For not giving up on me. I extend this same deep gratitude to my family, especially my children and their mother, Sona Smith. Throughout this journey we have seen our relationship end and a friendship begin. I am thankful for the mother that she has always been to our children and the way she continues to model a true African queen. My children, Ayah, Ameen, and Ajani have also shown me so much poise and strength through all of these challenging times and changes and for that I am thankful. They have really been phenomenal. Also, to my mother and father, Nettie Johnson and Gregory Hall, such ongoing assistance and motivation was paramount. Also, I am thankful to all of the storytellers that were interviewed – this is your story. And while this is the beginning of documenting these kinds of efforts, I hope it helps to inspire others to seek you out and share more about the monumental work you all are doing. In addition, a special note of gratitude to my advisor, David Stovall (Stove), you have shown me degrees of support and patience that have been extremely appreciated. Thank you for your guidance and steady hand in the midst of the storm. Also, to Baba Kamau Rashid, the ultimate Mwalimu (teacher). Asante sana (deep gratitude) for the way you support unconditionally and saw to it that I had more than I needed – your mentorship and friendship has been profoundly moving. Lastly, I extend the greatest gratitude to my committee members, Nicole, Decoteau, and Professor Gloria, you all’s work gives me life. ii TABLE OF CONTENTS ACKNOWLEDGEMENTS ............................................................................................................ ii TABLE OF CONTENTS ............................................................................................................... iii SUMMARY ................................................................................................................................... vi ABSTRACT .................................................................................................................................. vii INTRODUCTION ....................................................................................................................... viii Rationale for preserving African storytelling in the 21st century .............................................. ix CHAPTER 1: ORAL TRADITION IN GLOBAL AFRICA ........................................................ 1 African Orature ........................................................................................................................... 7 African Tradition of Storytelling ................................................................................................ 8 African Storytelling and Pedagogy ........................................................................................... 11 Decolonization and African Storytelling .................................................................................. 12 ADP in the U.S. (Black) Storytelling Tradition ........................................................................ 13 Theoretical Frameworks ........................................................................................................... 16 African-centered Educational Model ........................................................................................ 18 Education not Schooling ........................................................................................................... 20 CHAPTER 2: LITERATURE REVIEW: TRACKING THE PATH OF ORALITY .................. 23 Introduction ............................................................................................................................... 23 Traditional African Cultural Worldview: From antiquity to West-Africa ................................ 23 African & Indigenous Knowledge (AIK) ................................................................................. 29 AIK Creation and Preservation ............................................................................................. 31 African Worldview ................................................................................................................... 33 African Collectivism ............................................................................................................. 33 African Spiritualism .............................................................................................................. 37 African & Indigenous Eldership: Collective African memory and wisdom ............................. 39 African Indigenous Wellness & African Traditional Healing .................................................. 42 African Personality Theory ................................................................................................... 44 The Understanding of Health and Ill-Health ............................................................................ 45 Decolonization & Re-Africanization in Culture and Education ............................................... 48 Decolonization and Cultural Violence in Education ............................................................ 49 Neoliberalism in Education ................................................................................................... 52 Re-Africanization as Education in the African World .......................................................... 54 iii Humanist Praxis in African Orature: African oral narratives ................................................... 59 African cultural humanism: Orality and the written word .................................................... 60 The Akan Tradition of Onipa: Humanism, Morality and Moral Personhood ....................... 61 West-African Oral Narratives ................................................................................................... 63 West-African Proverbs .......................................................................................................... 64 West-African Adages and Jokes ........................................................................................... 65 West-African Myths .............................................................................................................. 66 West-African Fables ............................................................................................................. 70 African Oral Epics ................................................................................................................ 73 Future Research .................................................................................................................... 78 Research Elements of African & ADP Storytelling in the U.S. ............................................... 80 Storytelling Impacts for ADP in the U.S. ................................................................................. 80 Older African Descended Adults or Elders .......................................................................... 81 Narrative Identity .................................................................................................................. 83 African-centered Storytelling Praxis: Pan-Africanism & African-centered education ............ 85 Early Pan-Africanism ................................................................................................................ 86 African-centered Education ...................................................................................................... 91 CHAPTER 3: METHODS: DECOLONIZING RESEARCH .................................................... 102 African and Indigenous Research Methods ............................................................................ 102 Research Plan .......................................................................................................................... 110 Study Setting and Community ................................................................................................ 110 Asè in Chicago .................................................................................................................... 111 Asè Concerts & Shows ....................................................................................................... 112 Youth Black History Month Show ..................................................................................... 113 Storytellers: Study Participants and Interviews .....................................................................