Critique on the Problematic of Implementing Afrocentricity into Traditional Curriculum

This article is a subjective reflection on implementation of African-centered composition curriculum into traditional curriculum. The overview is offered to provide insight into problems and pleasures of overcoming the powers that be. The implementation of African-centered curriculum is complex because of complex past and present of African Americans. In their quest for equality and freedom, African Americans have taken diverse positions on best way to make in America. Students' ideas of making in academia influence academic personas they adopt or have been trained to adopt. The diversity within African American community brings with it clash of diverse ideologies and class intersections. For 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 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 sense in which Woodson (1933/1990) so thoroughly explained-a form of training designed for uplifting of dominant society that inadvertently works to demise of oppressed people in society.