For decades, Afrocentric education has been mentioned as a potential resolution to the many academic and social problems being faced by Black children in U.S. public schools, but, ironically, it has rarely if ever been defined and assessed within mainstream discourses. This article explicates some of historical developments and dimensions of constructs that appear within the literature on cultural reattachment Afrocentric education. Cultural reattachment is a process whereby people of African descent begin to adopt (wholly or partially) aspects of an African culture. Afrocentric education is defined as the adoption of Afrocentric ideology and cultural relevancy for use within classrooms. Proponents of cultural reattachment Afrocentric education advance important “cultural constructs” that they believe should be part of any effort to educate Black children. As a result, educationists (teachers, administrators, researchers) who are familiar with the constructs are armed with the necessary tools to advocate for a more authentic education for Black children.
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