African-centered Capitol Talks and Walks

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African-centered education can heal wounds like medicine. It can’t stop immigration protests in Los Angeles, but it possesses the potential to remedy the psychological illnesses of Black students.  We need schools with curricula rich in ancestral culture, knowledge, skills, rituals, and histories.

In Kmt G. Shockley and Kofi Lomotey’s edited text, African-Centered Education Theory and Practice, they claim African-centered education "equips Black children with self-knowledge, using African-based ideals and instilling in them a sense of agency for the purpose of nation building” (p xxiii). If schools adopt lessons that reinforce the best values from the African diaspora, students will develop the skills and knowledge necessary to build cohesive communities.

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Before the recent raids in LA split families apart and Trump deployed the National Guard without the Governor’s consent, the Umoja staff read Shockley and Lomotey’s book. We discussed the chapters’ ideas and considered the consequences of federal policies for the Black and Brown students we serve. To help us gather strategies, we prepared our minds through texts, organized solidarity webinars, and invited an expert to the headquarters.

Dressed in a black suit with Kente cloth trimmings, Dr. Shockley stood in our conference room near the Capitol, several weeks before protests in downtown LA. The scholar greeted us with firm handshakes and gentle hugs. My forehead reached the midpoint of his 6-foot frame.

Yes, I’m short. Don’t laugh.

He spoke in a whisper…

A recent bout with Laryngitis kept his voice box inflamed. Lucky for us, Dr. Shockley’s whisper forced us to lean in and listen.

We invited Dr. Shockley to Umoja for a discussion on African-centered education. With a curriculum vitae the size of a dictionary filled with publications, presentations, and positions, he honored us with his presence. The two-hour interactive workshop enlightened and challenged us.

It began with a meaningful libation ceremony, establishing the energetic tone for the professional learning experience. We stood in a circle, listened to Dr. Shockley’s words, called out the names of our ancestors, and waited to affirm the moment with ase.

Following the libation, we returned to the conference room for a pop quiz.

None of us had studied. Some passed and others failed the two-part exam, but as we embodied Umoja’s Ethic of Love Practice, we remained in solidarity to learn from our great teacher and visitor.

Dr. Shockley explained the benefits of African-centered education to help Black students succeed. The curricula and instructional methods foster self-determination and self-love - the crucial components to make meaningful contributions to society. Through images, rituals, and cultural traditions, teachers and administrators can help shift students’ consciousness from that of consumers to creators.   

The next day…

When I returned to work the day after the workshop, I emailed Dr. Shockley and thanked him for the visit. Before I pressed send, I also asked for additional resources to support the foundation’s learning initiatives. I hoped to support staff on future historical tests about the African diaspora.

After I sent the email message, I locked in and wrote. Several hours passed before I took a break to meet with a colleague in the foundation’s library. We prepared a presentation to teach professors how to incorporate Shockley’s idea of “centering Africa as a subject” into their lesson plans. 

An hour passed, and we created a draft of an instructional guide. Content with our progress, I took a lunch break. Dr. Shockley had replied to my message, but I needed fresh air.

A Capitol walk…

After a morning in the cool air-conditioned office, the sun of an 84-degree day caressed my face. The breeze tickled arm hairs as I walked toward the Capitol Mall.  

Surrounded by green grass and the California State Capitol building in the backdrop, a Black family took pictures of their child in graduation regalia. The young man smiled and flashed his white teeth for the cameras. His parents said, “Thank you!” when a motorist in a white van yelled, “Congratulations,” out the window.

Did the graduate have exposure to an African-centered education? What else can I do with Shockley’s teachings to increase graduation rates? These questions and others crossed my mind.

I smiled and walked back to work. When I reached the office, I planned to structure my children’s weekend reading time with more books about the African diaspora. I discussed the potential of a summer enrichment program with two parents from the Umoja headquarters.

Since Shockley’s visit, I have also dropped the price of one of my books to increase access.

Despite political abuses of power and xenophobia, we have the knowledge and skills to transform education. It’s time to put more effort into actions that can alleviate the anti-diversity crisis. 

What do you pledge to do today? We must start in our homes.

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