Integrating Africentric Literacy Pedagogy into Mainstream Classrooms: Inspirations from Africentric Teachers

This study explores how two teachers enact Africentric literacy pedagogy as a means of engaging Black students typically disenfranchised by mainstream approaches to education. Through semi-structured interviews with these teachers, this qualitative research study uses the paradigms of Africentricity, culturally relevant and responsive pedagogy (CRRP), and critical consciousness to explore their everyday classroom practices. Scholarly analyses related to the findings of this research are also presented. Within this study, I examine barriers confronting Black student literacy engagement, such as a lack of materials related to students’ identities and cultural deficit models of education. As the findings of this research elucidate, Africentric literacy pedagogy has the potential to heighten Black student literacy engagement through: CRRP-inspired literature and activities; the fostering of cultural, familial, and communal connections; spiritual, kinesthetic, and arts-based opportunities; and, the prioritization of passion, care, and love within teaching practices. Despite the promises offered by Africentric literacy pedagogy, however, limited recognition has been given to this pedagogical concept within academia and education. As such, my goal is to inspire and challenge readers of this study to seriously consider this pedagogy as a framework worthy of academic research and implementation within mainstream classrooms