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In this article I examine alternative ways that Afrocentric knowledge can be constructed and legitimized within various epistemological constructs. I make relevant connections to African cultural patterns and cultural production in order to emphasize the legitimacy of the Afrocentric perspective. In the discussion I address the implications of Afrocentric knowledge for contemporary schooling and education of particularly students of African descent in North America.
Assistant Professor George J. Sefa Dei (Tue,) studied this question.