Lessons: African-Centered Movement

Reform means to incrementally move elements of the mass forward or backwards.  The Civil Rights Movement therefore was a reform movement.  Revolution is to bring the bottom to the top, the last to first and the first to last, the ruled to the ruler, the led to the ones that now lead.  In this way, the Afrocentric movement was not a revolutionary movement but was a progressive reform movement aimed at school/college curricula infusion/integration.  It was led by elements of the Black intelligentsia, its liberal and left of center wing. It sought to infuse, integrate, include Black history facts into the white nazi curriculum which had masqueraded as a democratic/equal/accurate educational diet.  But equality is impossible in a fundamentally unequal society; justice is relative to who can pay for the best team of lawyers; freedom for Founding Father Thomas Jefferson meant enslavement for millions of Blacks, even his children fathered with an under aged Black child, Salley Hennings.  Founding Father George Washington is held up as a national hero, but what was he to the millions of native populations whose land he seized/stole; or the hundreds of thousands of Black people he directly/indirectly enslaved/worked to death; or the hundreds of Black enslaved women whose underground tunnels from their slave quarters led to his mansion's extra bedrooms. White freedoms are always taken at the expense of nonwhites.  The quantity and quality of one's life is always tied to the place of their race, class, gender, and culture in relations to who owns the essential means of producing and reproducing life in that particular society.  That is why there are Harvards/Yales and there are community colleges.

Equality is relative; how can the woman/man on the street be equal to Bill Gates?   White people can catch a cab in New York without discrimination, Black people cannot.  Whites can get loans, credit cards, fair car loans, fair mortgages, business financing, grants, police protection; Blacks, by-and-large, cannot.  Call the police if you are white, call the police if you are Black: see which one comes.  Who gets the death penalty in capital crimes? A white-collar criminal stealing millions gets less time than a blue-collar person who stole a purse.  Who can hang ropes and beat up Black children and receive no punishment, then when the Black children retaliate they get long prison sentences as in Jena?  Who can shoot/execute a Black man (Sean Bell) 50 times and not be convicted or given a day in jail?  Who (because they are white, have a badge and a gun) can terrorize the Black community, beat up innocent Black people on the streets in full view of camera and nothing happen to them?  Who can cry rape and have the entire long arm of the state on their side plus vigilante nazis, then when a Black woman is raped to near death as in West Virgina nothing near justice occurs?  Who is on the front line, first to die in war? Who is the first fired and the last hired?  Who goes to prison and comes out "down low" instead of going to prison and cleaning up? Who is the first to have schools, hospitals, factories, plants, recreation centers, clinics, and after-school programs closed in their communities?  Who has hazardous waste continually dumped in their neighborhoods? Who can enslave/murder/rape/breed/destroy the lives of 100's of millions of Black people and never pay a dime in reparations?  In short, Blacks are not treated equal to whites. 

Integration (which does not mean equality) takes place on paper, in institutions, and in everyday life.  Integration means you are in the school, you may be tracked to the basement, segregated within the school's learning disability ward---but the school still is said to be integrated because you are in the school.  Each institution is integrated differently but only one race, class, culture, gender is firmly in charge of the integrating.  Study South Africa, Australia, New Zealand, Mexico, USA, Canada.  What race, class, gender and culture is in charge of the integrating? The whites. In the Arab occupied African lands, the Arabs and Arabized hybrids are in charge.  Black folk are underneath them, crawling around with korans like the Blacks in white countries crawl around with bibles hoping that the slavemaker's gods help them too.

Health care, housing, sports, recreation, law, religion, public works, public accommodations, government, transportation, entertainment, and education all had to be integrated after some of the barriers of segregation had been lifted.  Why?  The money, the wages, the salaries being made by Black workers after their labor was integrated into manufacturing had to be spent somewhere; the white capitalists integrated the other institutions to ensure that those Black dollars (trillions) were spent with them.  Integration in education is more than busing Black children to white schools that essentially become Black schools because the whites take their children out of the schools, move out into the suburbs in their own cities (free of Blacks), and create their own school districts.

In education, the curriculum had to be integrated also in order to get the oppressed Black population to continue to buy into their role in American society.  Limited though it may be, the whites still needed Black children to grow up and be productive, profitable workers, bill-payers, and passive, narcotized/disorganized citizens---temporarily.  The Afrocentric movement (consciously/unconsciously) focused on the reform aspect of this issue, and to their credit accomplished more than the ruling race/class/culture wanted to allow.  The movement was militant, dedicated, driven, at times passionate; it had an academic quickness (especially in the 1980's), and it was committed.  Overall it achieved progress in fundamental areas of educational pedagogy and content.  But what was its method?  How was it to achieve its stated goal? What was it's stated goals.  What would success in that goal solve? What aspect of the Black race's leading classes, cultures, and genders led this movements?  And where did they lead it?  These are the fundamental questions of our time.  

Method 

All methods of research are mere practical abstractions, summed up into a means of achieving a scientifically verifiable theory. 

Worldviews are a synthesis of world philosophy.  Philosophy is a summary of the conclusions from theories. Philosophy is summarized theory; theory is summarized  practices; method is the systematic technique of summarizing  practices.  African studies employ the best of multidisciplinary and interdisciplinary research methods to establish  facts.  Those  facts document the holistic process of history.  Summarizing such a multifaceted process requires a "pluridisciplinary"  background.  

Theory is scientifically tested and summarized practice.  Method is the step-by-step, systematic procedures of arriving at that theory.  Methodology is the specific procedural stages and phases of a specific research design.  Research designs are applied techniques for the investigation of a specific research problem.  To investigate a research problem, objective conditions must be precisely studied, calculated, weighed, and measured in order to isolate the problem statement.  If any  problem is to be understood thoroughly, one must go to the very beginning of that problem.  Next, the conditions that allowed that problem to develop must be systematically examined.  In the process, every single stage in the birth, growth, and development of the problem---its natural metamorphosis---must be examined until the solution becomes clear.  The solution to any scientifically defined problem is accurate in proportion to the precision, validity, and reliability of the method used to research it.  Essentially, the problem statement, clearly defined, holds the elements of its solution within the problem statement itself.  Frame the problem statement accurately and the answer will be at the heart of the question.  As a rule, from inception to infancy to youth, through maturity, to old age, to death and eventually to replacement by something higher or lower, all processes can be researched holistically.

Reflective of the period within which modern foundations of Afrocentrism were born (mid 1970-1990's), its central efforts consist primarily of critiquing white mainstream ideology, theory, methods, and practice in history and education pedagogy, while seeking insertion, infusion, inclusion, or integration of Black facts into the prevailing order and mainstream historical summations.  Arabs, who murdered, enslaved, castrated, and raped/haremed Africans for well over 1700 years (and are still at work in Darfur) got a free pass; they still do. Key elements of the Afrocentric movement climbed out of the white/Greco-roman/Christian frying pan and into the Arab/Islam fire---when neither were answers and both were/are enslavers.  Views were mixed, ranging from white to white/black to black/white to black.  Given how far we had fallen, many thought that this was an advance in that day, in that past period.  It is no longer possible to define progress by how much Arabic one speaks as opposed to French, Spanish and English.  We should speak African Kmtic medu neter, among other indigenous African languages.  We should live our own people's lives based on the best practices of our ancestors.  Increasingly, what was cannot continue to be and what is must be something more, something better, something independent.  This is a moment of change.

What Afrocentricism Overcame (A Short History)
 

American history is a series of lies and omissions agreed upon.  What happened was simple: a white population got on boats, followed the currents to the western hemisphere seeking India to rob of gold, silk, spices and precious goods but ended up on land inhabited by native populations they called indians in 1492. They killed the natives, herded the scattered remnants into concentration camps/reservations, took their land, captured  and mass transported millions of Black people (North America in 1619) to work to death building the white economy.  This relationship between invading/enslaver whites, exterminated reds, and enslaved blacks is the standard operating procedure among these populations only adapted to the 2008+ modern period.  The fundamental forces that maintain this relationship are still in place, given the nation is a mere economic depression away from ultra white supremacist  Neo-Nazi seizure of power, martial law, concentration camps and final solutions that always benefit whites.

By 1775 the whites from Britain got in a gun/cannon fight with the whites in Britain over stolen westward land, profits from enslaved Black people, and taxation/representation---capitalists fighting feudalists, autocracy against democracy.  They called this a revolutionary war.  What revolutionary war? Escaped enslaved Africans join Chechimecan (indian) tribes fighting to save their land, with revolts dotting history, both before and after the whites in America fight the whites in England over the wealth from red land and black labor. Some enslaved Africans in the South fight on the British side in return for empty promises of freedom. Some "free" Blacks in the North fight on the side of the white slave owners in America in the expectation that slavery will be abolished in the new nation.  It wasn't. 

After the declarations of independence, fighting, congresses, articles, and bills murderous Black slavery was not abolished but rather included in the United States 1891 Constitution in the form a 3/5th article.  The Constitution, their supreme law of the land, the foundation of slavery's democracy---this is at the foundation of the nation, slavery, land theft, breeding and selling black children while sterilizing Chechimecans (indians).   In time, the holocaust of enslaved Africans is officially banned by some white countries while they prepared for mineral/resources colonization, but overtly and covertly continued, as millions of Africans continue to be captured, kidnapped, smuggled, cargoed, bought, sold and worked to death around the world.

A political anti-slavery movement takes form in the North as industrial technology, wage labor, and mechanized machine production replaces manual labor making the manual slave laboring system obsolete. Underground railroad helps enslaved Africans escape to free states and Canada. By the 1860's, seeing Lincoln will restrict slavery, 11 Southern states secede from the Union in order to maintain Black slavery and the nearly 9 billion dollar (13 trillion dollars in modern money) agricultural industry it was. Determined to preserve the union, maintain billions in profits, keep land entitlements and contracts, Northern whites oppose the Southern white secession. Many are determined to defeat slavery, others fight to protect economic interests that secession threatens. 189,735 Northern Blacks and freed enslaved Africans join the Union army, while millions of enslaved Africans carry out daily acts of civil disobedience, but never organizing all out war against the cowardly white enslavers. 

Blacks served in segregated units with white officers and lower pay, accepting petty insults, being captured as contraband, digging trenches, and among other things cooking and cleaning. In 1863 Lincoln issues the Emancipation Proclamation ending slavery, not northern states but in the southern states which he no longer had jurisdiction over. (Blacks in the Union Army suffer a higher ratio of casualties than whites (8 to 1) with over 100,000 Africans being killed or wounded. The north wins.  Reconstruction promises land ("Forty acres & a mule), education, & freedom to former enslaved Africans is yet another empty promise unfulfilled. Large numbers of Blacks register to vote, and a few are elected to office---temporarily.  Then the inevitable white backlash.

Slavery in North America started in white colonies in 1619.  With the Freedman's Bureau shut down in 1872 (less than seven years after it started), the economic & education promises of reconstruction remain largely pipe dreams. The share-crop system replaces the chattel-slave system in the rural South, and the "Compromise of 1877" removes Federal protection of Black civil rights and ends the Reconstruction era with the murderous pack of white trash being set loose lynching burning and mutilating African men, women, and children. Southern Blacks are forced back into a status that is close to pre-Civil War slavery: Rise of Ku Klux Klan terrorism. Denial of the vote to Blacks.  Elimination of elected Black public officials.  Massive theft of Black-owned land & destruction of Black businesses & towns. Segregation system of laws & customs imposed throughout South, North and Midwest. White supreme court uses the Plessy v Ferguson (1896) case to confirm "separate but unequal" as legal basis of segregation. Knights of Labor, initially an integrated union, abandons its Black members to joblessness, poverty starvation, homelessness, and loitering. In response black intelligentsia led by jews with economic interests issue the Niagara Statement and found the NAACP in 1909, but is tempered by  government repression, and internal petty capitalist inclinations and stratigraphy. Whites take over all Black civil rights organizations, finance them, become their presidents, take over their boards, set their policies and goals.  Those organizations then lead the movements of Black people in the direction of the people financing them: Whites, Jews, Arabs.

With no basis for black and white to unite and fight, the fantasy populist alliance of black and white is destroyed by internal white racism (1880-1896). World War I and II break out, jobs in factories of the north, agriculture is mechanized making forms of manual labor unprofitable and therefore obsolete. 

From 1990-1950, the massive migration of Blacks from the rural South to the urban/industrial North. Urban industrial work is mainly organized on Jim-Crow segregated basis. Rise of AFL "craft" unions that (with a few exceptions) are white-only. During WWI, 420,000 Blacks serve in segregated units (with white officers). Re-invigorated KKK spreads out of the South and into North and Mid- West, lynching, burning, murdering, maiming, and terrorizing Africans in every region of the country.

Post-WWI "race riots," in which white mobs violently attack and oppress Black communities. Marcus Garvey, Back-to-Africa movements, and rise of Black nationalism. Rise of the Harlem Renaissance, flowering of Black arts & culture.

By the late 1930's, collapse of the industrial and agricultural economy had run its course saved by World War I & II destruction and artificially created global markets.  Blacks are first fired or never hired. Massive unemployment and starving times. Rise of industrial unions (CIO), very few integrated, almost none actively fight racism.  FDR's "New Deal" provides hope and jobs to many. But almost all New Deal agencies & programs defend and accommodate segregation rather than opposing it. NAACP and Black veterans of WWI struggle against discrimination against Blacks in New Deal programs. 

Black GIs fight in a segregated military. All-Black units (most with white officers) perform heroically despite systematic discrimination within the service. Black war heroes are ignored in regards to promotions and medals. 

Labor-shortages in Northern & Western war industries increase Black migration out of the South. New and expanded Black communities grow in West Coast cities. Black GIs experience greater racial equality & acceptance in Europe than they do at home. Returning vets organize struggles for racial equality at home. (Universal Military Training), President Truman issues executive order 9981 integrating the armed services.  Outlaw lynching and end the poll taxis defeated in Congress by a coalition of Southern Democrats and Northern Republicans.  "Red scare," dissent is seen as treason. Repression and assault on labor, civil rights, internationalist, and peace organizations.

Integrated groups and associations are assumed to be "communist" in the South. 8 of the 10 "Red" (integrated) unions are destroyed by government persecution and back-stabbing by conservative "labor leaders." Anti-colonial, anti-racist, struggles in Africa and Asia inspire Black students and intellectuals. Post-war economic boom and Northern industrial jobs spur Black exodus from the South to the North and West. GI education bill greatly expands education opportunities for Black veterans. News stories about racism directed against American Blacks, particularly graphic TV images, are given prominent attention around the world to the detriment of U.S. Government's Cold-war foreign policy and international neo-colonial politics. 

So leading up to the civil rights movement of the 1954-1975 period, Black folk were consistently cheated and mistreated, expoited and oppressed---in every aspect of life, including education.

Belated Integration of Education Curriculum

In sum, Afrocentrism essentially was the belated integration/desegregation of the all white mainstream Greco-Roman/Christian white supremacist educational system's curriculum in the United States.  This was a formidable task, even if the movement had been given the necessary tools to win.

Facing white reaction, entrenched racism and cultural nationalism established by Aryan/nazi historiography, Afrocentrism attempted to establish another view of history.  With not much institutional support, Afrocentrism (later African centered thought) faced billions of pages of falsifications, and thousands of fraudulent hypotheses (presented as proven theories).  Poorly funded, most of the Black intelligentsia on the white and Arab payroll, most trapped by the slavemaster's white and Arab religion and culture, absent mainstream printing presses and mass media outlets---a select few stood tall.  Drs. Diop, Obenga, Hilliard, Clarke, Ani, Carruthers, Karenga, Asante, Jefferies, Ake, Armah, and Chancelor Williams initially come to mind.  There are many others who were/are heroic such as Mama Imani, and Queen Mother Brantuo, sisters of the high school, junior high and elementary school aspect of the African centered movement.  Understand and appreciate their works; there are many positive lessons to model, replicate, adapt and honor.  By all means respect and support them.  Most of them have not been fully appreciated or supported even to this day.  

Know, however, that we need far more out of this generation.  This period looks worst for Blacks in the United States, than Jews in Nazi Germany. We must set up independent Black schools, funded with African money and effort, with independent scientifically and morally sound curricula.  Trying (as the reactionary aspect of Afrocentrism) to get a picture of Booker T. Washington or a Buffalo Soldier into a white history book is useless in this period when the white Nazi movement aims at racial purity via ethnic cleansing.  Ideology is at the root of the attitudes which form behavior pattern.  Curricula are at the heart of ideology (mystical/useless or scientific).

Western educational curricula and instructional pedagogy sits on the capstone of a six-tier pyramidal scaffold in the ideology of White supremacist thought: according to the mainstream educational structure, the origin of all human populations had to begin with Europeans from the development of (1) prehistoric hominid formations, (2) modern homo sapiens sapiens, (3) the intellectualization of homo sapiens sapiens, (4) the first class-based advanced forms of ancient society and civilization, (5) the most advanced forms of classical ancient society, and (6) furthering the misconception that everything, including KMT (Egypt), was a metaphysical mess until scientific Greece came along and created science, research methods, philosophy, mathematics, architecture, writing---everything of significance to world civilization.  The first two cannot be defended with polygenetic fabrications anymore.  DNA and population genetics studies all show Africans as the original human species.  There are three avenues of distortion left.  Regarding ancient "civilized" class societies, Eurocentric history, in studying the period dated 8000bc-500ad, has created the notion of:

(1) A synchronized emergence of African Kmt and Mesopotamia/Sumer, with Mesopotamia being first and illogically flowing up the Nile to lend Kmt civilization. Mesopotamia is claimed to be white, and is also claimed to bring civilization to African Kmt . This fraud was created in the face of the millions of years of hominid journeys made down the fertile^[1] Nile from the interior of Africa.

(2) There is also the notion created by teams of racist white historians in the 18th and 19th century that indigenous African Kmtians were white people.

(3) Finally, ancient African Kmt is fraudulently made to appear less civilized than Greece, Rome and other "classical" ancient civilizations.

Whites claimed/claim that the first civilizations^[2]began in Mesopotamia, which were supposed to have later flowed up the Nile and built civilizations on a grander scale and with no significant cultural similarities to Mesopotamia. All they have is mud mounds, smashed fragments, speculation, and made up stories as evidence.  This, of course, stands history on its head because until the Asian, European and Arab invasions into a decaying African Kmt around 656bc, the primary migratory population motions were constantly flowing down the Nile, from the interior of the African continent for millions of years. 

The Nile Delta was a swampy mix of mud and clay.  It is important to distinguish between what can be deduced from a strict examination of historical documents and what is claimed beyond those documents.  Even though the whites and Arabs built dams (in the 1960's) along the Nile that flooded the earliest evidence of Nubian civilization, an African civilization that predates even the great African Kmt civilization, there is still more than enough evidence to establish the Nile Valley as the primary civilizing highway for the world. 

To assign African Kmt  to an semite/Arab/Persian/Assyrian/Libyan origin, or any foreign origin, there is a necessity to show tangible evidence of how this process occurred overtime.  The pictures Black people painted of themselves are black and dark brown.  The alien white populations are designated as such; they came in just like the undocumented Mexicans come into America today---illegally. In time, in waves, in mass, they ultimately took the Kmt nation over, destroyed African civilization, and built their own out of the decimated remnants of what Black people had built.  The Arabs rule that region today, just like the whites rule what's left of the Inca, and Aztec Empires they destroyed in the Americas.  Vague and uncertain suggestion of ancient civilizations in West Asia (Sumer) have been artificially fostered in order to synchronize Kmtian and Mesopotamian history.  This is a white supremacist political necessity resulting from race/culture propaganda, not from fact. 

The final objective has been to explain African Kmt through Mesopotamia, visitors from outer space, a fake made up story of Atlantis, a story of a race of pyramid builders from the north, and their fraudulent white sketches/drawings/paintings/computer renderings that make Black people look white.  With this cocktail of lies and confusion they (the whites and Arabs) have been able to deny Kmt's African roots, and its scientific/civilizing heritage to the world. 

Most of the socio-cultural elements that were to go into creating African Kmt  were in place to the south of African Kmt  along the Nile, toward the interior of the continent and as a result of political unification was merely expressed further north in what came to be called Kmt.^[3]  All of the technological elements of what later became called Kmtian Civilization  was already in place, then perpetuated themselves.  

When studying the chronology of Kmt, rough speculation is not necessary.  What is certain is that in 4236bc African Kmt  had already invented a calendar the periodicity of which is 1460 years.  That is a mathematical fact.  This data was established by Meyers and is considered to be one of the surest dates in all of the history of mankind because it was not determined on the basis of vague conjecture as most of the information surrounding Mesopotamia.  It was established based on facts that we know to be founded on the periodicity of the Kmtian calendar of 1460 years.  That is to say, based on the helical rising of Sothis or Sirius and the sun.  So, this calendar date which corresponds to the beginning of the Kmtian calendar, is the oldest in the world.^[4]

Thousands of years of observations went into organizing such a calendar with a 1460 year periodicity.  When Kmt was in the process of national federationalism (federation of nations) with 42 states under the communal hydraulic form of society, Mesopotamia was just beginning to settle as small fragmented territorial towns.  Mud-brick towns cannot be compared to nations---federated nations with stone buildings that stand 6000 years after they were built.  It is certain that from Kmt's dynastic period there existed a complete writing system, a complete/complex indigenous language, metropolitan areas with dense populations, planned urban cities, monuments, carefully established calendar, a social order, a census, a perfectly ordered myth and cult, all things that obviously testify to a long distinctly African, civilized epoch preceding the historical period.^[5]

Ancient African Kmt is the source of the very best in science, philosophy, theory, and methods.

Human social development is an evolutionary process.  It does not drop from the sky ready-made.  It takes time.  African Kmt flowed from inner Central Africa, down the Nile River. The main route was down the Nile River that flows from south to north.  Given that for millions of years, the primary highway for human exodus out of Africa was down the Nile River from the interior of the African continent, and the population traveling the Nile were indigenous black-skinned Africans, therefore the first populations settling along the Nile were black-skinned Africans from the interior of the African continent.

These Black populations originated on the equator and methodically moved down the Nile River, from south to north.  Their skin color was black.  Their hair was jet-black and woolly.  They wrote in an indigenous African language.  They built structures that were indigenous to Africa.  Their way of life was African; their dress was African; their religions were indigenous to Africa; all of their rulers were indigenous Africans (until the invasions).

Created in the 18th and 19th century, this "Greek Miracle" is the basis of every European scientific, philosophical, theoretical, and methodological discipline in the world.  One cannot open a high school, college or graduate school text in mathematics, astronomy, physics, statistics, demography, government, architecture, logic, economics, politics, sociology, biology, chemistry, medicine, law, sport, world ancient history, etc., without that book tracing its roots back to a scientific Greece where all of the beginnings of everything important to the development of modern institutions were purported to have begun.

Aristotle, a single individual, came to possess such a vast number of scientific works, a body of knowledge that took the ancient world five thousand years to accumulate.  He is credited with miraculously producing nearly 1000 books dealing with all branches of the scientific knowledge of antiquity.  At the same time, Africans in Kmt who built the things the Greeks plagiarized about over 2500 years earlier, are credited with having contributed nothing of scientific importance to world civilization.  Let them have their lies.  Get to the task of writing your own scientific histories.  Do not waste time debating with them.   

All of what is called "Western Civilization" rests on this series of lies by whites that began in the 17th century in Europe.  In this way, all exposed nerves of white supremacy lead back to the roots of a claimed superior Greek intellectual wisdom tooth.  This fabricated heritage is at the center of all European radical, liberal, moderate, conservative, and fascist thought in the US and throughout the world.   The complete spectrum, from revolutionary Karl Marx to degenerate counter-revolutionary Adolph Hitler, intersects at the Greek Miracle^[6].   What is the essence of this miracle?  In short, this miracle claims that Greece produced a superior white intellectual and scientific heritage---in a time frame that is impossible given the pace of scientific discovery in the ancient world.  It is taught in every classroom from pre-school to post-graduate school where ever Europeans dominated.  As the first Homo sapiens sapiens had to be European, so too had the first so called "intelligent" civilization originate in Europe, even though Europeans were clearly hindered initially by the Wurmian glaciation and its gradual retreat.  Due to the most recent Ice Age, European populations were evolving class-based slave forms of society 2000 years after African Kmt  had begun to make the transition into the form that feudal/monarchy societies take based on hydraulic modes of production.

In substance, this "Greek Miracle" is an extremely well constructed ideological European view of the world that, in the process of Europe and its Diaspora ascending to world domination, became an accepted worldview.  It is the capstone of a four tier pyramidal scaffold in the ideology of white supremacist thought.  It is the centerpiece of the ideology of "Western Civilization."  The development (1) hominid, (2) modern and archaic Homo sapiens sapiens, (3) the intellectualization of Homo sapiens sapiens, (4) the first class-based advanced forms of ancient society, civilization, (5) the most advanced forms of classical ancient society---all had to start with white population, i.e., Europeans.  This is a standard operating procedure, even though there is not a grain of material evidence to prove any of it.  The question of Greek civilization, its miraculous achievement of the arts and the sciences in time frame that is unprecedented in the annals of human history is at the heart of the justification for white supremacy.  Therefore, it is the single most important ideological basis for white racism.

The largest ancient buildings in the world were designed, engineered, and constructed in African Kmt ^[9]---some of them over 40 stories high.  Khufu pyramid is 146.0 meters high; Khafre pyramid is 143.5 meters high; Snefru pyramid is 105.0 meters high; Menkara pyramid is 65.6 meters high, and Zoser pyramid is 63.0 meters high.  There were over 89 large pyramid structure built in ancient African Kmt.  Each was mathematically accurate down to a fraction of an inch.  They still stand in testimony to practical geometry, algebra, engineering, project management, urban planning, architecture and the most efficient organization of hydraulic power and human labor power in ancient history. 

1. The Hellenic intellectual genius came to light and was developed principally outside Athens and continental Greece·in Asia Minor (Bergam, Miletus· Halicarnassus)· Palestine (Antioch) and mainly in African in Alexandria Kmt---the central base of organizing and translating African Kmt documents into Greek.  It was in Kmt that philosophy was to know a new advance with the neo-Platonism of Plotinus.  The most important library in the world of that time (which was later to be burnt by fanatical Christians) the most eminent doctors practicing dissection, engineers building "modern machines" (thaumaturgists): flying pigeon in wood, steam reaction turbine· "Hero's sphere," etc., all were found in Kmt and not in Athens. Why?
2. There is no apparent reason, if it is not that the substructure and the Kmtian intellectual tradition which had already lasted thousands of years offered to scientists conditions of work with which neither the Europe nor Asia of that time could compete. Nothing gives such an idea of the inequality of the foreign contributions to Greece as this permanent choice and the development of the Kmt science compared with those in other centers of Asia and Europe, to those who would like to weigh Africa and Asia equally in this respect.  Thanks to the ingenuity of Kmt scientists the technical progress realized in ancient times allowed the direct passage to an industrial phase by the systematic utilization of the machine.

3. Yet, with all of this "material" evidence of the advanced nature of African KMTic civilization, even "revolutionary" Marx failed to see where the source of the "philosophical" thought matter was compiled, transmitted, translated into Greek, and then transferred to Southern Europe and later to the whole of East and West Europe. None of the white radicals ever inquired into why much of the Hellenistic knowledge that they claimed for Greece was being compiled/translated/plagiarized in Africa, African Kmt, at a colonial possession that Europeans call Alexandria.

Even with the capitol of Greece being moved to African Kmt (Alexandria), a brilliant revolutionary mind (applied to class) like Marx's could not see what existed directly in front of his racist nose.  In a word, Greeks, in 250 years were to invent everything, but had invented nothing that was not already in practical use in African Kmt from 2500bc.  The closing of the KMTian temples by the order of Emperor Justinian in the fifth century (AD) was the end of African high tech antiquity; all else was a regression, a backwards, moment retarded by invasion after invasion. Nothing permanent lasted but African Kmt's buildings.

In short, even Europe's most free minds were dominated by the ideology of White supremacy. When the white scholar Hegel said that Kmt (Egypt) was the reference point to which thought matter was passed from Africa to Europe (he says from its Eastern to Western phase) he was unconsciously reviewing the basis of Greek Hellenism and the foundation of what later became German philosophy. This was, of course, a predatory transplantation of 4000 years of Kmtian summarized practices (theory) from Alexander in Africa to European Greece and later Rome, Western Europe, then Eastern Europe. Africa, and specifically African Kmt were left to rot as a mere social, cultural, and political corpse of what it had been and could have been if it had not been for the external invasions.

A Study of History/A History of Study

The late 1960's Black-is-Beautiful, Black Power, Black Arts, then  Afrocentric movement evolved innocently enough as a black consciousness movement later channeled through Black Studies Programs funded by whites.  Anything unacceptable to the white ruling class was not funded.  Even the most radical views had to adjust to white academia.  The entire white curricula was like the one Hitler and the Nazi would teach to Jews and Blacks in Nazi Germany.  Most of the Black intelligentsia was in social work, education, sociology and a few in history. 

Ruling whites systematically channeled Blacks out of any possibility of a purely scientific field of study.  So the Afrocentric target was history, and rightfully so.  Applied science and methodology was avoided and replaced with talk about great scientists who had Black skin instead of how science, engineering, and technology actually works.  Ancient African Kmt, that great Black Civilization, was eclectically mixed in with what (usually hybrid white/arabized black societies that fell as quickly as they rose) came after it---usually with no understanding of how far African civilization had fallen. 

Elements of African centeredness to Renounce

Reflective of the period within which modern foundations of Afrocentrism were born (mid 1970-1990's), its central efforts consist primarily of critiquing white mainstream ideology, theory, methods, and practice in history and education pedagogy, while seeking insertion, infusion, inclusion, or integration of Black facts into the prevailing order and mainstream historical summations.  Arabs, who murdered, enslaved, castrated, and raped/haremed Africans for well over 1700 years (and are still at work in Darfur) get a free pass.  Results were mixed.

Curriculum inclusion, teacher infusion training, staff sensitivity training, and a few Black written texts label as "Afrocentric" tracts based on baseline essay were central to this movement in its inception.  Elements of it produced tangible results within the African-centered schools, only.  Black children come out with higher levels of self esteem, self awareness and pride in their population's accomplishments.  Some even have the belief that they can do great things, also.   But they almost all end up back working to build white or Arab civilizations in most ways.  Think about this carefully:  white/Arab names, beliefs, saviors, holy lands, habits, religions, clothes, holidays, fraternities, sororities, diet, calendars, architecture, family structures, hate of Blackness, economic systems, social systems, political systems, moral systems based on the Talmud/Bible/Quran of the enslavers.  What has changed?  How are children becoming different, fundamentally, than their parents?

The majority results were similar to a small fish drowning in an ocean of white supremacy curricula called American and European education.  Imagine Jews trying to interject something positive about themselves in Hitler's Nazi curricula.  This is what Africans face in white and Arab educational systems.  In fact, Arab supremacy education would not even allow the discussion of indigenous African/Nubian history independent of their (Arab) version into their curriculum.  It is no wonder that a great deal of what is called African-centered ends of defending how some Black people helped white and Arab people to conquer and destroy other populations (even other Black civilizations) so that white/Arab civilization might spread, grow and develop. This is the rotten, imperialist, confused element of the African centered movement which has not yet freed itself from the chains of white/jew/arab slave ideology.

This element of the African centered dominated the field for a sizable part of the moment's period of gestation.  In their way of thinking, every significant fact of African history must be used by them to show how Africans influenced/serviced the development of White/Arab civilization: (1) KMT helping Greek, Roman, and Arab invaders to take North Africa ("civilizing them," teaching them religion, science, and culture---helping them to win, to "borrow" civilization); (2) North African Moors helping Western European Spaniards, Portuguese, French, and Englishmen to become civilized as they helped Black non-muslims to be enslaved conquered and destroyed (Arabized Alvomorid destruction of Ghana, Mali, Song-hey, Timbuktu); (3) indentured/enslaved "Negroes" helping Spanish, French, Dutch, Portuguese, and British conquers (Columbus, Pizarro, Cortes, Balboa, De Leon, Coronado, Courtier, etc.) to pillage, rob, loot and commit genocide in the Western Hemisphere and the world; (4) Negroes as "Buffalo Soldiers" killing indigenous people as to secure land for Whites, during and after a civil war that Whites controlled and organized, Blacks in the Roman Bible the murderous /imperialist Romans wrote, Blacks in the Arab Koran that the invading/Black civilization-destroying Arabs wrote, Blacks helping predatory/occupying/plagiarist blacks Greeks, Blacks killing in Korea/Vietnam, sorry Arabized Koran-carrying Blacks helping Arabs to murder 500,000 indigenous Black people in Darfur (today). 

The integration of the exploited with the genocidal deeds of the exploiter is the reactionary immoral equivalent of seeking credit for helping a convicted murderer or rapist murder and rape---then taking credit for it.  The reactionary element in the African-centered movement call this colonial mess that the whites will allow them to publish, multi-cultural.  Our children deserve better.  Our wonderful ancestors fought for more.  They will have it. 

So what, tangibly have they forced Africans to change/improve?  It was a period of intellectual ground breaking, digging, laying foundations, measuring possibilities---all before the architectural plan had been drawn up.  It was not an independent initiative, given the direct roots of spokespersons within the white establishment. What Black nation can be built with white and Arab curricula, religions, languages, values, beliefs, holy sites, points of reference, economic principles, class positions, cultural longings---everything?

At best, they have engaged in belated civil-rights movement infusion/integration/insertion instead of scientifically starting from the beginning in Kmt as Dr. Diop had (as his last will and testament) requested African scientific research teams to do.  At worse, just Black Ripley's "Believe-it-or-not" while our children need to know (in addition to fragments of history) the science of making cars, computers, houses, buildings, temples, schools, hospitals, roads, electrical plants, moral systems that work, agricultural systems that feed us, health care systems that heal, transportation systems, mineral extraction industries, martial arts systems that allow us to defend ourselves, universities that teach philosophy/theory/cosmology, etc.  Dr. Diop was correct.

Ancient Greece, although capable, did not have much of a long history of scientific practice before its infiltration into Northern Africa. But "miraculously," Greece did have a long list of scientific publications and scientifically verified theories (compiled during its occupation of Northern Africa, i.e., in what they came to called Egypt, specifically at Alexandria 450 BC to 50 BC).  This Aryan Model of White supremacy via the so-called "Greece Miracle" later came to serve as a foundation for almost every scientific discipline developed by Europeans in the nineteenth and twentieth centuries. 

Imagine one human writing 1000 books on every area of human thought without coping the works of thousands of scholars before them.  This the lie attributed to Aristotle, whose plagiarizers had written nothing before they conquered Kmt, turned into Egypt, captured Kmt's libraries, universities, and Peraa centers and carted African scientific "thought-matter" up to their pillage post they later called Alexandria.  

Objective vital forces are reflected in subjective thinking, and this process constitutes the conflicting, warring movement of concepts, pushes forward the development of thought, and ceaselessly solves problems in man's thinking. Opposition and struggle between ideas of different kinds constantly occur; this is a reflection within the communication context of vital forces between races, classes, and sexes and between the new and the old in society. If there were no vital forces and no ideological struggles to evolve them, life of any social relationship would come to an end. 

In the end, however, there is clarity of thought once the obsolete thoughts have been defeated and replaced by the more advanced one's.   Clearly, vital force exists universally and in all processes, whether in the simple or in the complex forms of motion, whether in objective phenomena or ideological phenomena. But vital force exists at the initial stage of each process. There is a movement of twin opposites from begin­ning to end in the process of development of every single thing.

Ancient African KMT established over 7700 years ago that internal motion always begins in pairs.  The internal source of living matter and antimatter's motion has the unity of opposing pairs as a catalyst.   One cannot exist without the other; and at some point, one cannot exist because of the other.  Upper KMT (hdjt) is in struggle and unity with lower KMT (dshrt).  The lotus plant of hdjt is in union and struggle with the papyrus plant of dshrt.  The desert sands of Dsrtare in unity and struggle with the rich fertile soil of KMT.  Upper KMT (hdjt) and Lower KMT (dshrt), symbolized by the white crown and the red crown is a unity of opposites which is ultimately synthesized in the double crown (shmty).  The two aspects of KMT were also embodied in the two great ladies, respectively the vulture goddess Nkhbtof Nkhb and the cobra goddess Wdjtof Buto. 

In sum, KMT was a land of extreme geographical and environmental contrasts.  These contrasting objective conditions were reflected in the thoughts and behaviors of ancient KMTians.  The very names that were given to the two diametrically opposed areas represented the ancients' recognition of the essence of the unity and struggle of opposing aspects within a cross paralleled process.  The harmony came from harnessing the two aspects toward common objectives.  The two aspects are at once in conflict and in interdependence, in harmony and in strife, and this constitutes the totality of a war, pushes its development forward and solves its problems. Every difference in one's concepts should be regarded as reflecting an objective vital force.

Dr. Ani, in her book Yurogo defines the Asili as "the White race that lacks spirit and thus seeks power to fill the void."  She is accurate in her assessment of the whites.  Just study their relationships with the nonwhite world since Greece.  This is a very important conceptualization of half of the problem facing the Black race and the world---the external aspect.  

We are focused on whites; we need to refocus on ourselves and first and foremost.  In science and in nature, external aspects are not the catalysts for the internal driving forces of the internal aspect.  Self motion is the engine in the car that moves it from within; when there is no engine, you are forced to push it from the back yourself.  Using Dr. Ani's conceptualization, Africans, therefore, must be the anti-Asili, because, due to a lack of power, even our best minds seek empty spirits to fill the void.  Lacking power, they seek spirits to fill the void.  Material force and spiritual force must be met with material force and spiritual force; not material force and spiritual force toward injustice meeting spirits alone. 

What Must Be Done

Clearly, then, the religious/mystical trapping of those brought up under Islam, Christianity, Judaism or any of the other oppressor theological belief systems cannot continue to cripple the will-driven spiritual manifestation of material force in the morally sound aspect of the African population. 

Why blame a person who cannot build a house for not building a house when you have an architectural engineer who is crawling around all day to the east and west but never doing anything for the Black people who need the house built.  The Black working class must educate its own leaders because other wishy-washy middle class intelligentsia have only used Black problems of oppression to guilt-trip crumbs out of white/Arab enslavers for themselves.  They should look at this disgraceful/shameful tendency and correct it. 

Hospitals, cars, trains, airplanes, jets, ships, trucks, temples, schools, universities, recreation centers, centers of moral repair, martial centers, mass food production, housing---material culture---is built with science, engineering and technology not empty prayers to the white and Arab conjured saviors.  Let them have their religions.  Let them have what they call spirits.  We need just moral systems; moral systems that work, that teach right and wrong, good and bad, justice and injustice---in this world. 

We need Maat systems like the ones in ancient African Kmt before the invasions of the Bible and Koran writers.  Material force and spiritual force must be met with material force and spiritual force; not material force and spiritual force toward injustice meeting spirits alone.  Clearly, then, the religious trapping of those Black intelligentsia brought up under Islam, Christianity, Judaism or any of the other oppressor theological belief systems cannot continue to cripple the will-driven spiritual manifestation of material force in the morally sound aspect of the African population. 

Black youth must free themselves to be moral again, to live healthy, to be honest, to give their best, to honor their own ancestors, to stand tall in face of their own achievements, to be students of life and living, to be righteous, to be just---in this lifetime.  And not worry about any white and Arab heaven and hell.  Worry about the good you do right down here.  Judgment is therefore taken care of.  This is the teaching of Maat, this is the African moral system, this is living with justice, rightness, and balance in this world. 

The culture that is African American looks like a hybrid of a hybrid: Blacks trying to be whites who are trying to be Greeks/Romans/Hebrews.  All the time, many of these call themselves African-centered.  They busily tell others what to do but have not changed much about themselves.  How many technical schools could have been built and staffed if just the Black folk claming to be African centered spent their wasted money on schools rather than on the slaver's leases on churches and mosques?  How many hospitals could have been built if half the money they give to folk still running around with Arab/white names trying to teach Black history, was given to building funds for Africa---in African nations.  If they cannot be all with you, they are in the end really against you. 

This is that period of history wherein truth that was once crushed to earth is rising again.  With 48 percent of the African Black population below the age of 16, over 413,000,000, time is on the side of the honest Black worker devoted to Black children and women.  Why else does the entire Black population (still looking through white/Arab eyes) sees nothing of value in the lives of over 500,000 innocent Black folk in Darfur.  As oil rich as Sudan, Angola, and Nigeria and the masses of their people are malnourished, living in shacks/shanties/raw sewage, impoverished, and living on less than $1.17 dollars per day.  Just look at the mess the whites have made in South Africa and Kenya for the Black masses; then look how well the whites live.  Zimbabwe takes back its land from the whites, and even the "progressive", "radical" whites side with their white imperialist governments around the world in starvation campaigns against Zimbabwe citizens to force their governments to give the land back to the white land thieves.  Our central problem is that our lives are not worth anything unless in some way related to something good for the whites and the Arabs.  Independence from the culture, religions, economic/political philosophies is a beginning to psychological freedom.   More, however, must be done.  This must be done by the class of Black folk who are morally fit to do it.  They must just do it.  Do not wait for permission from others. 

Although there are a number of activists and scholars who have been labeled African-centered, to this date, there has not been a clearly defined African-centered research design.  The lack of a systematic scientific approach to the study of African people's historical and contemporary realities by African scholars has left Afrocentrism open to all kinds of mystical, eclectic, mix-n-matches that claim African-centeredness.  There have been no clean breaks with the values and beliefs of the descendants of past enslavers/invaders/destroyers. 

Almost all of the leaders of this movement kept their white names (except key figures such as Drs. Asante, Ani, and Karenga), white/Arab religions, white Greco-roman culture, capitalist economic philosophy, and almost all of them in leadership were Black men---many still are functioning members of Greek fraternities, Arab mosques and European churches. Almost all of them have been silent on Darfur, silent on Mauritania, silent on Western Sahara, silent on the Sudan, and silent on the land question in Zimbabwe.  Instead of buying land in Southern Africa, building engineering/construction/agriculture/manufacturing schools and universities in Africa they have for decades led tens of thousands of Blacks to spend hundreds of millions of dollars flying back and forth to Arab Egypt (a place occupied by one of the worst destroyers of African Kmt civilization)---financing the Arab government's only major source of revenue (tourism) outside of billions in American tax dollars.  Do not blame Arabs for the stupidity, and spinelessness of mainstream Black leadership.  They could have built 3-5 major universities in Africa with the money they have convinced Black workers to waste on trips/vacations.  Yes.  Make one trip if you must, but set aside the next $4100 per head for a school, hospital, car factory, farm equipment, manufacturing cooperative---something tangible.  Leave something material, something of substance, something a young African child can use.  This is a question of will. It is up to us; this is our decision.

So what, tangibly have they forced Africans to change/improve?  What is the goal?  Where are Africans headed and why?  Most are channeled right back into the Christian/Muslim worldview and fold.  This is not a period for such stupidity and dependency.  What Jew in his/her right frame of mind financed/supported Hitler and the Nazis?  Why would an intelligent African finance white and Arab enslavers and soon to be open fascists/Nazis?  Why get comfortable when there is work to be done in this world---in this life time.

The 1970-1990 period was a time of intellectual ground breaking, digging, laying foundations, measuring possibilities---all before the architectural plan had been drawn up.  Consider a skyscraper being built without a comprehensive plan (architectural, engineering, mechanical, electrical, infrastructural, urban).  That has to be developed independently by the people needing the building.  This is what did not happen in the Afrocentric movement.  All kinds of Arab/white (including Jew) mess got mixed up in this movement. It was not an independent initiative, given the direct roots of spokespersons within the white/Arab establishment. What independent/self-respecting Black nation can be built with white and Arab curricula, religions, languages, values, names, clothing, holidays, beliefs, holy sites, points of reference, economic principles, class positions, cultural longings---everything?

As it stands today, the best of the Afro-centric movement has engaged in belated civil-rights movement infusion/integration/insertion instead of scientifically starting from the beginning in Kmt as Dr. Diop had (as his last will and testament) requested African scientific research teams to do.  At worse, just Black Ripley's "Believe-it-or-not" for a few "stars" of the movement to collect honorarium, awards, consulting fees, titles and newspaper articles---while our children need to know (in addition to fragments of history) the science of making cars, computers, houses, buildings, temples, schools, hospitals, roads, electrical plants, moral systems that work, agricultural systems that feed us, health care systems that heal, transportation systems, mineral extraction industries, martial arts systems that allow us to defend ourselves, universities that teach philosophy/theory/cosmology, etc.  Dr. Diop was correct.  The Afrocentric movement has not adjusted.  The African-centered movement has not purged itself and honestly clarified its understanding of what it is trying to accomplish.  Quality has been glossed over in an attempt for quantity.  This is a mistake. 

Today, Africans must seize control of their own material and spiritual life forces, independent of the mystical trappings of the oppressor.  Black scientists must strengthen the scientific foundation of African-centered philosophical, theoretical, and methodological content.  Africans must free their minds.  Today, Africans in arm-chairs instead of at work on the ground in mass movements, overburdened with catching the White man in lies (and giving Darfur murdering Arabs a free pass), cannot immediately take up the scientific task of synthesis of the vast amounts of emerging data on the Black experience, the real flow of Black history.   African workers must study their own conditions, draw conclusions, and implement their solutions. 

The reactionary element of the Afrocentric movement cannot help today.  This period demands more.  After all the criticizing of the Eurocentric bastardization, omissions, lies, slanders, and plagiarism they prescribe all the dependent, integrationalist, trite, Eurocentric/Arab-centric, liberal, neo-colonial, welfare, reparation-begging/demanding instead of preparing to repatriate/reparate ourselves first, blame-the-oppressor for tokens to the middle-class, bluff-and-get-paid-for-silence solutions that have failed us in the past.  All their proposed methods, techniques, solutions, programs contradict their cultural analyses.  They are Black skinned Greco-roman Christian /Arab-Islamic, male dominant, petty capitalist, white on the inside attempting to lead other Black folk to Blackness.  The results speak for themselves: Arab Egypt with over 35 years/$400,000,000 of Black vacation money that could have been spent building Black universities and technical education schools.  Not one Black institution of higher learning ever built for the education of civil engineers, architects, scientists, manufacturers, construction engineers, agro-farm technologists, mining specialists.  Just wind-bagging.  Our children will have better. 

Clearly, they do not understand that the objective conditions that led to integration in the United States (1945-1980) have run their course.  The whites have ended affirmative action and have brought in a largely white Hispanic cheap labor force (over 21,000,000 illegals) to replace the Black one.  They have no intention of reversing that process because that population is having children at a rate 3 times that of the general American population.  The civil rights movement served the white capitalist labor needs of that time.  The whites were in charge of it, completely funding all of the mainstream Black civil rights organizations. The white ruling class is in charge of this.  How many Black Mexicans, Colombians, Cubans, Haitians, Jamacians, etc. have they allowed into this country without documents?  None.  They have a system in place, and they are in charge. 

The end of desegregation, affirmative action, set-asides, small-scale racial tolerance is a reflection of the end of the greatest period of internal economic expansion in US history.  The beginning of re-segregation, disintegration, overt racial hate and White militias, Nazis, ropes hanging, racial intolerance, and White male set-asides is a reflection of the massive contraction of White economic conditions and the reactionary White mass response.  Even the integrationist viewpoints of the reactionary aspect of the African-center movement are a direct reflection of their intellectual formation in the 1950's, 1960's, and early 1970's. 

The independent Black working class must cut, break, sever ties with the ideas of a class of Blacks that does not have their interest in mind.  Be independent, think for yourself.   Your answers will not be complex in this period.  The options will be clear given the flow of history.  The mass that is moved in a physics equation must be moved back to balance that equation.  The time period can be one second or billions of years.  We happen to have been floating matter forced into the western hemisphere by a storm of white and Arab degeneracy they called a slave trade. Imagine that.  You kidnap hundreds of millions capture them hold them in bondage rape, murder, castrate, breed, mutilate, burn, terrorize and torment, sell and steal, kick and beat, whip and brand and you say you were "trading."  That is why Black people, independent of white/Arab people must write their own histories.  This has not been done. 

So long as the African population is ignorant of the value and use of science, so long as the African intelligentsia sells itself cheaply for status and respectability in the very institutions that it criticizes, so long as opportunism masquerades as scholarship, so long as academic compromise and integration confuse scientific truths, so long as credit-seeking crushes self sacrifices, so long as research findings are used to fuel tokenism, so long as the goal is not a systematic reconstruction of a KMT-based Black African worldview, so long as African culture has not sufficiently recovered from 2700 years of genocidal siege at the hands of Whites and Arabs, so long as the struggle itself of the African race has not yet assumed a political, and cultural character, and the Computer Automated Technological productive forces are not yet sufficiently developed in the bosom of the capitalist itself to enable us to catch a glimpse of the material conditions necessary for the emancipation of the African population these emerging bodies of African-centered theoreticians are merely tokens who, to meet the wants of the oppressed race, improvise reformist solutions in the heavens, pleading with Whites for credit, begging for handouts, stumbling between science, mysticism, metaphysics, and religion---and in the end, go in search of magic, gods, Korans, Bibles, and Torahs of the slave-owner races for solutions to problems that were caused by the very people who published these ideas.

But as time moves forward, socio-cultural conditions ripen, and science is reunified with a passionate and relentless will for justice; they no longer need to seek answers in the sky, or plead with Whites for acceptance, integration, or permission to think outside of the confines of a Eurocentric worldview (form and content); they have only to take note of what is happening before their eyes and to become its mouthpiece.  This is science.  The branch of the African-centered movement that is organized to achieve this end, along with spirituality has succeeded.

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African Education: Science+Culture+Morality Fundamentals of an Educational System Maat Recent Changes and Implications for the Education of Our Children Anatomy of African-centered education

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Notes on Kmt-Based Education

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K-12 Applied Physical Science Objectives Curriculum Outline: Africa & African Studies

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