Africentric Education Leadership: Theory and Practice


  • Kmt G. Shockley George Mason University



Black children, African centered education, multicultural education, Black education leadership, African American children


This article unveils the largely unknown theories and practices of “cultural reattachment Africentric education leaders,” because many people of African descent are now choosing to reattach (in whole or in part) to aspects of certain African cultures (such as Wolof or Akan). The article offers a brief background of African-centered education, discusses the theories and philosophies of Africentric education leaders, and explicates the methodology of this Africentric research project. Africentric education leaders are concerned about black communities becoming more avaricious but less unified; therefore, they offer African cultural ethos to combat both miseducation and individualism. This article also provides policy recommendations for instituting Africentric education as a comprehensive approach to address myriad problems being faced by black children and communities. In this research I advocate for Africentric theory and also employ ethnographic methods as I examine Africentric education practice.

Author Biography

Kmt G. Shockley, George Mason University

Assistant Professor of Education




How to Cite

Shockley, K. G. (2008). Africentric Education Leadership: Theory and Practice. International Journal of Education Policy and Leadership, 3(3).