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The Need to Re-conceptualize Multicultural Education to

Improve Student Learning and Instructional Methods in

American Schools and Ensure Peaceful Coexistence among

U.S. Citizens and Citizens of the World

Written by

Rabbi Prince Joseph Tomoonh-Garlodeyh Gbaba, Sr., Ed. D.

Executive Director, Dehkontee Artists Theatre, Inc.

Copyright@2016

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Introduction

The purpose of this article is to take a critical look at how we can re-conceptualize

multicultural education to improve student learning and instructional methods in American

schools and universities. It is intended to create an awareness that may eventually ensure

peaceful coexistence among U.S. citizens on the one hand, and between American citizens and

other nationals from across the globe, on the other. Also, in this article you and I will navigate

various perimeters of multicultural education to find out how it can be more functional in our

schools and communities. Similarly, we will examine how future recipients of a well-grounded

multicultural education may possibly be empowered to build bridges (instead of building walls);

establish and maintain lasting and mutual relationships among U.S. citizens; as well as set up

cordial ties with other individuals from different spheres of the globe. Thereafter, we will begin

our discourse by giving a general overview of our talking points before critically analyzing why

multiculturalism is the bedrock of the American Dream and Democracy.

A scene from Dehkontee Artists Theatre performance of Joe Gbaba’s “The Frogs and Black Snake in

Frogsville at the Bowie Center for the Performing Arts in Bowie, Maryland on January 9, 2016.

Photography by Myster Degaldo, Jr.

Further along our line of discussion, you and I will take a closer look at the pedagogical

landscape of the present academic process in the U.S.—what it entails—its negative and

positive effects—and how it impacts the thinking process of Americans with respect to

developing negative stereotypes about the others in our society. In addition, we will also

converse about how American education affects the way Americans think; and how the type of

education we provide children subsequently plays out in their judgment of fellow Americans

(Blacks, Latino, Asians, Caucasians, etc.), as well as the way they perceive the cultures of other

peoples from different parts of the world. Following this chat, we will then focus on how

multiculturalism can improve student learning or affect our interpersonal relationships, and then

figure out how we can re-conceptualize and effectively implement the concepts of

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multiculturalism (equality, social and political justice and a level playing field) in our schools

and communities for the expanse of universal knowledge.

Moreover, we will also explore means by which multicultural education may foster

mutual understanding and peaceful coexistence among American citizens and other nationals

from around the world. Eventually, we hope that our discussion and findings will serve as a

guidepost regarding how we need to and should treat one another with respect and dignity in our

daily lives.

At the climax and denouement of our discourse, we will introduce the traditional African

concept of raising a child from the village context, and will also mention the role society has to

play in the upbringing of children so that they may become responsible adults with good moral

conduct and discernment when they grow up in the near future. In this light, our discussion will

tilt toward the role of Dehkontee Artists Theatre, Inc. (DATI) in advancing the Chiandeh

Afrocentric Curriculum and Textbook Experience—a doctoral qualitative Afrocentric literacy

and curriculum and textbook research project which serves as the Afrocentric theoretical

framework of this discourse. The Chiandeh Afrocentric curriculum and literacy framework is

designed to facilitate the smooth immersion and growth of multicultural contents in school and

university curricula in the U.S. and other parts of the world. This will be accomplished through

the use of literacy and the performing and visual arts. In the final analysis, you and I will also

discuss your role as stakeholders in supporting this worthy cause, before we sum up our

conversation and bid one another farewell. So, let us get started with the overview of our

discourse.

The Overview of Our Discourse

You will agree with me that in view of our multicultural differences there is a dire need

to promote cultural diversity in our schools and communities so that future generations of

American citizens will learn to live together in peace and harmony. Yes, indeed, you will agree

that by celebrating and appreciating our diversity it may have the propensity to reduce racial

prejudice and stereotyping in the United States and elsewhere. Also, it is safe to say this may be

the main reason why many different kinds of multicultural and peace education programs have

been ‘put in place’ in various educational institutions across the United States, so as to teach and

help American children and citizens realize the importance of bridging the political, cultural, and

economic gaps among Americans themselves, and between U.S. citizens and other races and

nationalities around the world.

In addition, I strongly believe the utmost function of establishing multicultural programs

in schools and communities is to develop a culture of peaceful coexistence, tolerance, self-

respect and respect for others—and to establish respect for the rule of law in our educational

institutions and communities. However, what is not clear to me and perhaps many other scholars

and politicians across the globe is whether most of the ‘multicultural’ programs we have

established thus far effectively cater to diverse learners in terms of recognizing their individual

and collective worth when the curricula that drive their instruction are not inclusive or

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‘multicultural enough’, but they are basically inflexible, monolithic, and Euro-centered

instead.

Mind you, there is nothing wrong with children in a western society learning about

European culture and history. It is a good thing for American kids and adults (black and white,

Hispanic, Asian, etc.) to learn about Rome and Greece; but absolutely, it is wrong to give

children the impression that there is no other place in the world other than Rome or Greece. In

this light, it is also befitting to teach our kids about Egyptian civilization and about ancient

Chinese and Indian cultures to provide them a balanced academic diet. Further, the selection of

appropriate textbooks that include and present accurate historical and cultural facts written by

native experts of the countries and cultures about which we teach American children in our

multicultural education curricula must be a major priority. I stress this point because too often,

especially in the case of African history and culture, most western writers, researchers, and

scholars distort the true history and culture of Africa by painting negative stereotypes of the

Black Race and other non-European cultures. Yet, on the other hand, western researchers,

scholars, and writers gloriously and perfectly paint their cultural and historical heritage to

advance their ulterior motive of being a ‘more superior race”.

Also, it is a violation of the human rights of American children and students in general to

impress upon them that there is only one way to think and learn, or to solve a problem. Hence,

the one size fits all syndrome is not accurate in this case. Why, because if you wear size nine in

shoes and I wear size eleven, I cannot feel comfortable wearing your shoes or you also may not

feel comfortable wearing mine either. Therefore, it appears to me that we are only paying lip

service to multiculturalism by only presenting a cosmetic façade of ‘multicultural education’

in our school and community settings. Apparently, we do this most of the time to fool ourselves

and the outside world that we believe in ‘unity’ and that we ‘advocate’ for peace. Whereas, on

the contrary, we are building bridges when we do not put an effective multicultural program in

place. The aftermath is that we fail to address some salient socio-cultural and political issues that

cause more hatred and disunity among us. Thus, the deterioration in human relationships

among us may consequently lead to more gun violence, deaths, racial discrimination, and

negative stereotyping of the others around us.

A common cause for this mishap in our society is evident in the flimsy excuses some

school principals and educational leaders and policymakers give when they say they do not have

funds to keep a multicultural program alive in their schools. However, they always have funds to

do other things that are not genuinely inclusive in nature but that only benefit them personally or

their race in general. The reason is because the apple does not fall far from the tree and soon our

racist and prejudiced ways are revealed in our interactions with one another: (1) through our

curricula and the labeling of minority students as “learning disabled pupils” (because they do

not understand or conform to our way of life that we are teaching them in the classroom); (2)

through our employment system in which it is mandatory for an applicant to reveal his or her

racial identity while filling out an application; or they may not get employed; (3) through the

use of deadly force by white or black law enforcement officers when dealing with citizens of

different races and cultures other than their own, and so forth.

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Therefore, it is no hidden secret that due to the structure or nature of most of our

‘multicultural’ programs, the results will always be dismal and unsuccessful. Why, because we

tend to put people under the impression that we truly care about making amends (about ‘building

bridges’) when deep within ourselves we are ‘building walls’. Overall, our ‘multicultural’

programs or attempts for ‘inclusion’ are a mere façade to cover up the hatred, jealousy, and

prejudice we harbor against one another. Hence, critically thinking, does multiculturalism mean

the continual marginalization of the others around us in so many shapes and forms—in the

way we employ and pay our personnel, award scholarships, or grant benefits to those who do not

deserve them?

Are we rewarding individuals in the American society based on a merit system or based

on racial prejudice? Or, does multiculturalism truly mean “inclusion”, in which the rights and

privileges of all citizens and individuals are protected under the law? Therefore, from this

perspective, is it safe to say we are we establishing multicultural programs in order to breed

patriotic citizens that will develop love and respect for their country and fellow countrymen and

women? Or, are our multicultural programs aimed at building walls and not bridges?

Also, I ask these rhetorical questions because all around us we see and interact with

people that come from different spheres of the globe. They do things differently from the way we

do ours; yet, they achieve greater successes in what they do. In this regard, is it not wise then to

also learn how they arrived at their level of success by blending their ideas with ours in order to

come up with a cleaner and new ground breaking idea or product that may make us more

successful? Is this not one of the basic reasons for which multicultural education is intended—for

the expanse and exchange of universal knowledge?

Apart from these facts, the basic truth is that people learn differently and they view the

world from multiple perspectives. Therefore, a major deficit of a one-sided educational system

is that its products tend to be one track minded and to see the others around them from a

prejudiced lens. Against this backdrop, the form of education we currently provide our

learners is incongruent with the body politic and population of America! This is why I would

like us to now take a critical look at why multiculturalism is the bedrock of the American

Dream and Democracy. Are you ready to proceed? Let’s do this thing together then!

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A Critical Look at Why Multiculturalism Is the Bedrock of the American Dream and

Democracy

The concept of ‘multiculturalism’ must firmly be established from the pre-K through high

school and college levels so that American children and citizens grow up loving and

appreciating one another as compatriots and for who they are individually and collectively.

Photography by Harrison “Black Baby” Jiedueh.

Given the diverse composition of the population of the United States of America, and in

view of its multiple races and cultures, it is safe to say that multiculturalism is the bedrock of the

American Dream and Democracy. Against this backdrop, multicultural education embodies the

various spheres of teaching and learning that motivate individuals to appreciate themselves and

the others around them with dignity and respect. It is a system of education that espouses

equality and justice for all as per the dictates of American Democracy. Therefore, the educational

system and the curricula that drive the instruction of learners of the United States of America

should be tailored to appropriately reflect the ideals and aspirations of the American people.

Anything to the contrary needs to be redefined.

In essence, what I am suggesting is that we definitely need to go back to the drawing

board to re-conceptualize or redefine the concept of ‘multiculturalism’. We should also consider

how it should be financed and implemented in our schools and communities so that we may

address the prevailing multiple socio-economic and political glitches that threaten our

coexistence as a nation and people. Further, we need to seriously rethink how we address

multicultural issues in our academic curricula, in our schools and communities, as well as our

political parties, and workplaces. We need to curtail the high degree of discontent that brews

from the marginalization of other minority ethnic groups and individuals whose views and ways

of life (cultures) differ from yours and mine. Also, we need to ask ourselves, does our

marginalization of the others around us represent the true American value of welcoming

strangers?

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Furthermore, how can we be “Americans” but still “build walls” against the others

around us? What if those whom we or our ancestors met on these shores had built “walls”, would

we be American citizens today? Should such a barbaric thought about “building walls” against

others; or labeling them as ‘criminals’ or as ‘terrorists’ based on their ethnicities or various

forms of religious beliefs ever be sanctioned in the 21st century? Moreover, how can an educator

not recognize that children in his or her school system deserve the right to know about their own

cultures, as well as the cultures of others around them? If not, then how will citizens and future

generations of Americans form closer bonds and develop mutual respect and love for one

another? How will we ultimately reduce racial prejudice and social and economic injustice in the

American society? Of course the answer to these rhetorical questions lies in the establishment of

well-grounded multicultural educational programs in schools and communities around the globe?

Additionally, if policymakers can find monies to run summer playgrounds where kids

spend vast amounts of time just jumping and running and forgetting the little they learned during

the school year, then why not intersperse summer programs with some meaningful cultural and

literacy activities that will teach children rich cultural values and literary skills they can transfer

from the playground to their classrooms and communities when schools reopen during the fall?

Also, if you can provide American kids the opportunity to watch Shakespeare’s Twelfth Night,

then why not afford kids the opportunity to watch Dr. Joe Gbaba’s African fireside drama The

Frogs and Black Snake in Frogsville?

In other words, how do we provide a continuum of well-balanced multicultural services

for American children in our homes, schools, and communities so that they may grow up not

being ignorant or hateful of the others around them? How do we and at what point do we realize

that the bulk of our socio-political and economic problems are embedded in multicultural related

agendas that affect our daily lives across the board in America? Furthermore, have we still not

realized as a nation and people that “No man is an island entirely of itself” and that “It takes a

village to raise a child”?

Guess What! Do we not realize that children will only live and reflect what we teach

them when they grow up as adults? Are we not observing the rippling effects through the racial

slurs and divisive comments some prominent American politicians of our time are making? Do

the actions of these politicians not indicate that they acquired their prejudiced thoughts at home,

in school, or from the textbooks they read when they were kids? Therefore, shouldn’t their

actions and the events that are taking place seriously warn us about the need to change what is

not working in our best interest in terms of the core curriculum we use to teach children? Hence,

shouldn’t we enrich our multicultural contents with diverse ideologies so that we can continue to

make America greater than what it is?

In view of the foregoing, shouldn’t we replace the ineffective programs with genuine

results-driven and research based multicultural programs that will cater to and engage learners of

varied socio-economic, political, cultural, and racial backgrounds? I strongly suggest we do.

However, in order to replace ineffective multicultural programs with efficient ones we have to

first scan through the present pedagogical landscape of the United States to find out what is

working and what is not working. Let’s go for it, guys!

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The Pedagogical Landscape of the present Academic Process in the United States

Testing children frequently is insufficient to determine their learning curve or their ability to

transfer knowledge and apply it in their daily lives. Instead, providing children the opportunity

to make meaning of what they are taught through hands on and interactive interventions and by

making them the centerpiece of their learning process empowers them to truly learn by doing

and not by being dictated to by their teachers.

The pedagogical landscape for children of all races in the United States leaves more to be

desired. Psychologically, and emotionally, the school setting is so tense and sometimes racially

and violently charged that school administrators and staff members conduct school lock down

activities at least once a month, or sometimes once after every two months. They do this to

ensure the security of students, school staff, and faculty members. Also, the routine security lock

downs are necessary due to the increase in school-based violence (student bullying and isolation,

school gun violence, etc.). Other reasons for the lockdowns include the numerous socio-

economic and race-based factors (racism) that continue to plague the American educational

system in areas such as: building intra and interpersonal skills; working collaboratively with

others in order to create a peaceful and conducive environment for all; fostering social justice

and advocating for peace in order to reduce racial prejudices, in the American society, and so

forth.

For an example, most of the educational curricula in the U.S. essentially lack much

needed pedagogical and core multicultural ingredients and content areas that relate to: (1) written

and oral Afrocentric literacy, inclusion of different cultural values to educate children of all races

about the others around them; (2) providing equity pedagogy for all learners in the school

system, irrespective of race, creed, or color; i.e., providing them equal opportunities and equal

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access to proficient teachers and up to date instructional materials and facilities; (3) effectively

tackling basic social and human rights violations against minority and mainstream students

through literacy and peace education activities; and (4) the necessity of using culturally relevant

textbooks and instructional materials that motivate student learning and that spur children’s

ability to apply in their daily lives what they learn in school.

Multiculturalism entails more than just literacy and peace education activities in the classroom.

It also means providing the opportunity for children to experience multicultural life in the

community and to interact with people from different cultures and societies around the world.

Photography by Harrison “Black Baby” Jiedueh.

Partly, the lack of some of these essential pedagogical services is regularly caused by

frequent standards-based testing and teaching to the curriculum. These activities overwhelmingly

overshadow and diminish the efforts of school teachers and administrators to focus on the

implementation of the true values of multiculturalism: (1) teaching children to be themselves and

to appreciate the others around them; and (2) empowering children through multicultural

education by building socio-economic and political bridges of friendship and collaboration. Also,

most of the time school administrators do not prioritize multicultural programs because they take

for granted that the “one size fits all” curriculum will meet the basic teaching and learning

needs of their instructors and students. Unfortunately, this is not the case because sometimes the

lopsidedness of the mainstream curriculum isolates non-mainstream students who have to deal

with new contents and way of life that are incongruent with their school and home settings, as

well as their various media of communication. This technical deficit may more probably and

adversely affect students’ academic performance and retention.

Additionally, the time spent by faculty and school administrators to be complaint with

‘standards-based’ and high stakes testing requirements to qualify for more federal and state

funding, can be used to address socio-cultural issues such as student bullying and gun violence in

our schools which may derail the peaceful culture of school communities. Consequently, it

prevents teachers from doing a number of things: (1) discouraging or punishing the negative

behaviors of student bullying; (2) prohibits teachers from teaching children conflict resolution

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and multicultural skills to get along with others even if they share differences of opinions or

cultures; and, (3) it creates a huddle to ensure the proper inclusion of minority kids in

mainstream school settings where the vast majority of the student population may stereotype

them as being ‘outsiders.’

Similarly, there is hardly any time available to provide children from troubled and

single parent homes counseling services because the student population far exceeds the

number of school counselors in every school in the country. For instance, the ratio of school

counselors to students may ridiculously be around two hundred or more students to a school

counselor; or even more than that! Hence, many school kids who have socio-economic and

mental health issues go unnoticed and their problems are not appropriately addressed due to the

shortage of school counselors. In addition, our teachers hardly have time to teach children moral

ethics such as: (1) respecting authorities and elders; (2) being law abiding; (3) dressing

appropriately instead of ‘sagging’ in school or at public functions: (4) because the school culture

is of such that the students have more power than the teachers, and (5) teachers no longer have

the authority they need to redirect their students when students misbehave in the classroom

because most teachers fear they may lose their jobs or they will be reprimanded when parents

and students press charges against them for taking drastic disciplinary actions against their

students.

Thus apparently, teaching children how to spell, conjugate their verbs and/or how to

speak and write English correctly; or, how to compose a fitting sentence, let alone an entire

paragraph or composition, is no longer a priority of teaching and learning in most American

schools nowadays. Instead, the emphasis is basically on teaching kids how to sit standardized

tests in order to impress policymakers and earn more state and federal dollars. Against this

backdrop teachers and school administrators are more concerned about saving their jobs

rather than to focus on making sure children learn about the virtues of life and that they are

disciplined enough so they may apply said knowledge in their daily lives in the near future.

As a result, we are graduating high school materials who are not college ready and most

of whom lack appropriate communications and behavioral skills. Besides, bombarding children

with frequent testing through a rote teaching and learning technique does and will not guarantee

that students may learn and retain the materials on which they are being tested. Rather, a more

effective way is through an interactive and constructivist method that centers learners in their

own learning process while the teacher facilitates instead of remotely teaching the kids.

Furthermore, frequent testing cannot guarantee that students may be able to transfer knowledge

or information they memorized during the testing period to real life situations after they have sat

the dozens of ‘standardized’ tests they are required to take.

Moreover, using constant testing and rote teaching and learning methods in order to

measure academic success adversely affects student learning and retention. It does not really

demonstrate what they are able to do with the knowledge they acquire, or how knowledge gained

may be applied to their everyday living. Rather, standards-based testing keeps learners under

duress most of the time because most children get excited and do not function well when they are

pressurized to sit an exam that they are not mentally and physically prepared to take. As a result,

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they may study just to pass the test without retaining what they supposedly should know and

apply in their daily lives after the testing period is over.

Furthermore, the lack of an inclusive curriculum that appeals to diverse student

populations also accounts for the increase in school and community based violence, crimes,

truancy, as well as the inability of children and eventually adults, to forge good interpersonal

relationships with their peers and neighbors. It also accounts for high student dropout rates,

particularly with children of color and Latino kids who are mostly marginalized through

instructional methods in school. Evidently, such ill-prepared pupils are more likely to develop

poor human relationships when they reach adulthood, or they are likely to run counter with the

law and get incarcerated. Furthermore, it as well accounts for the poor interrelationships between

law enforcement officers and ordinary citizens as demonstrated by the recent waves of deadly

uprisings that are multicultural based across the U.S. and other parts of the globe.

Accordingly, most of the violence we watch on television and experience in our schools

and communities technically derive from the way we teach our kids to live with and view the

others around them. All of these gloomy events are taking place today because precisely

American education is not multicultural in nature as is its human population. And, unless

more emphasis is put on making sure the teaching and learning needs of our diverse student

populations are addressed from the perspective of a multicultural lens, there will always be a

high degree of violence in our schools, neighborhoods, communities and society. And,

principally, the reason will be because we espouse a lopsided educational system that does not

fully inculcate the diversity of its citizens in the curricula that drive the instruction of its youths

and future leaders.

Notwithstanding, I must admit that I have also observed some very effective multicultural

programs in a couple of specialized schools around the U.S. that have predominantly African-

American and Hispanic student populations and teachers. These specialized schools were located

in violence infested inner city neighborhoods and they used African-centered or Hispanic-based

curricula to truly pursue the goals of ensuring a secured teaching and learning environment for

teachers and learners alike. Also, it was observed that the students seemed to be more self-

confident and to perform well academically and socially. One could also observe that the

children in these specialized schools felt more centered in their teaching and learning

experiences than kids in other schools that used the lopsided Euro-centered curriculum and

focused on the administration of standards-based testing and teaching to the curriculum.

Therefore, it is my belief that one effective way to re-conceptualize multicultural

education so as to improve student learning and instructional methods in American schools is to

limit the frequent administering of ‘standards-based tests’ and teaching to the curriculum. Why,

because nowadays American school teachers and administrators are overwhelmed from the

rigorous process of testing and teaching their students to a lopsided curriculum that is not

inclusive. In particular, the present curriculum builds hope and self-confidence in mainstream

kids and it adversely degrades the aspirations and histories of minority sects. Further, the status

quo curriculum marginalizes underprivileged school kids in certain content areas (particularly in

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literacy: reading, writing, speaking, etc.) and the textbooks that are used to degrade the

ethnicities of children of color and minority sects in our schools.

Also, most public school teachers and administrators have little time to devote their

attention to instructional matters that include making sure students understand the lessons that

are being taught in the classroom and how students may transfer said knowledge to improve their

daily lives in the community. With this said, it is not surprising that we see negative stereotypes

in abundance all around us due to the monolithic and Euro-centered curricula of the United

States and other western nations. In the next section below, we will briefly discuss some of the

negative stereotypes that were unearthed by both adults and children about their thin knowledge

about Africa and Black people in general. My findings were based on a brief survey I conducted

in the State of Maryland. I was able to gather this information during Dehkontee Artists Theatre

performance tours in a couple of public schools and one neighborhood. Frankly, I was extremely

perplexed to discover the children’s thin knowledge about Africa and the Black Race. What was

even more alarming was that the schools we visited had over 80% African-American kids and

over 60% African-American teachers. In addition, most of the African-American teachers were

females, while Black males in these schools comprised a mere1% or were non-existent in a

County that has a predominance of African-American politicians in high places!

Some Examples of Negative Stereotypes about Africans and the African Continent

Members of Dehkontee Artists Children’s Peace Theatre during a cultural extravaganza in Washington,

DC on July 25, 2015. Engaging children early in multicultural literacy and performing arts activities

help to instill in them the discipline of love for self and others and coping skills to get along with one

another. Photography by Harrison “Black Baby” Jiedueh.

First, let me begin by saying the reception has been overwhelming that we have received

from hundreds of school kids, faculty, and staff at a couple of schools and communities in the

State of Maryland during Dehkontee Artists theatre’s performance tours thus far! Also, the

principals and teachers seemed very devoted and interested to have our Afrocentric program

introduced in their respective schools not only for the benefit of children of color but for all of

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their students, which I believe is a good and just thing to do. However, our only hope is that

school authorities will go the extra mile to include our program in their school budgets to

demonstrate that they truly want to include Afrocentric contents in their school curricula. The

reason for this concern is because the responses we got from our survey strongly suggest a dire

need for the immersion of Afrocentric and other minority programs in the school curricula across

the United States as you will read in the students’ and adults’ responses below.

Secondly, what is important to note is that most of our audience members we entertained

in two separate school settings and a community in Maryland were children and people of color

and other minority sects such as Hispanics, Asians, and a few Caucasians. However, when asked

what they knew about Africa, here are some of the general responses they gave:(1) “Animals

come from Africa! (2) “Lions come from Africa”; (3) “Cheetahs come from Africa”! And (4),

very seldom did we even hear a Black kid or an adult say: “My ancestors come from Africa”!

Mind you, these were schools where the Black kids constituted 70% of the populations of the

schools we visited, and where a little over 75% of the teachers were Black females and the rest

Caucasian ladies and men. Very rarely did we see Black male teachers in both of the schools!

Thirdly, the overarching impression we basically got from the responses above is that

Africa is only the land of animals and not human beings. It also suggests an acute lack of

general knowledge about the history of Africa and Black people in general, as well as the lack of

general knowledge about other cultures around the globe! I find this somehow very troubling for

several reasons because: (1) the American population consists of millions of Black Americans

that deserve the right to uphold and celebrate their African cultural heritage and traditions

not only in the month of February each year but on a daily basis; (2) the traditions and history

of African-Americans should be an integral component of the mainstream curricula as do

European histories and cultures; and (3) America is a melting pot of all of the world’s

cultures and histories, therefore educational leaders, policymakers, teachers, and stakeholders

should lay more emphasis on making sure the contents of the curriculum are diverse and

representative of the diverse student and teacher populations of the United States.

Fourthly, and sad to say, in most school systems in the U.S. where there are hundreds of

thousands of interracial kids, you would normally get a response such as, “Africa is a country”

instead of their viewing or defining Africa as a continent with over fifty-two independent

nations! Even quite recently during Dehkontee Artists Theatre’s performance in a local

community in Laurel, Maryland, I asked a 70-year old lady what she knew about Africa and she

said: “Africa is one of the countries of the world”! Frankly speaking, I had expected her to at

least say Blacks originated from Africa given her age. But again, people will only deliver what

they are taught unless perchance they come across other individuals outside of the classroom

who provide them with additional information other than the information they learned from the

school curriculum and textbooks that are mostly written by western authors.

Fifthly, and regrettably too, most of the written materials about African history and

culture were not written by African authors. Instead, most of the textbooks were mostly authored

by western writers and researchers who relied on second or third-hand information from African

interpreters. And in most instances, the ‘interpreters’ hardly spoke or understood well the

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European languages of the writers. As a result, there was always a tendency by western authors

and researchers to either deliberately or unintentionally distort information regarding the great

contributions Africans and members of the Black race have made to world civilizations mainly

due to communication barriers between western researchers/authors and their African

interpreters!

Hence, based on the stereotypical responses above and the prevailing circumstances that

gave rise to these negative stereotypes, there are some rhetorical questions that immediately

spring up in my mind. One, could it be that the Black children or adults that were interviewed did

not read about their ancestry in textbooks that were prescribed by their teachers? Two, was the

information about Africa or Black people in the so-called ‘textbooks’ distorted by the authors in

order to derail the morale of Black students and to make other minorities develop a negative

perception of Black people when they read said prescribed ‘textbooks’? Three, are most teachers

not telling their students in the classroom where the ancestors of Black people came from before

they landed in the United States? Four, are the parents or teachers deliberately keeping the truth

away from American students in order to perpetuate racism and inequality in the United States

and other parts of the universe? Five, are African-American parents too ashamed to tell their kids

that their ancestors originated from Africa because they also have been brainwashed by the same

status quo curriculum that is still being prevalently adhered to and used to teach their children

and grandchildren throughout the U.S.? Six, do American scholars feel comfortable writing,

prescribing, and recommending for instructional use, textbooks that refer to Blacks as ‘two-fifths

of a human being’, while at the same time claiming to be the pillar of equality, justice, and

democracy in the world?

Furthermore, and on another note, the stereotypical responses above speak largely to

the narrow scope of education that is provided the children of America and other western

nations as a deliberate attempt to brainwash younger generations of western kids to view

racism as an acceptable way of life. In the same token, it directly or indirectly affects the psyche

of minority students that are also openly segregated against in the curricula and textbooks that

are used in most American and western schools. Therefore, if some principals, local education

officers and policymakers take the brave stance to include other minority pedagogical concepts

in their school curriculums, they will certainly be making the devil shame because this may

provide some semblance of equity in their instructional methods for students of diverse cultural

backgrounds that attend their schools.

It may at the same time afford children of all races an opportunity to view cultural

differences through what Dehkontee Artists Theatre or other cultural groups from different

minority sects have to offer to enrich the multicultural education programs in our schools and

communities. Further, it may begin a dawn of true cultural syncretism that will engender the

genuine exchange and transfer of knowledge among children from diverse cultural and historical

backgrounds. In addition, the introduction of research and performance-based multicultural

programs such as the Chiandeh Afrocentric Curriculum and Textbook project in the various

school systems may help children develop a broader perspective and acceptance of the others

around them. Thereby, it may promote national, international, and interracial peace and mutual

15

understanding among citizens of the United States on the one hand, and between U.S. citizens

and other nationals from across the globe, on the other.

Well, to conclude, you remember I said earlier that children will only know and live what

you teach them? Nevertheless, children (or even some adults) are not to blame for the negative

stereotypes they have developed about the Black race or Hispanic/Asian cultures and races. What

our first-hand study clearly suggests is that most American teachers and parents themselves do

not know the answers or did not learn in depth about the cultures of other nations and peoples

when they were in school. As a consequence, they too are unable to provide American children

in the classroom and at home, adequate and salient information about the cultures of other races

and nations. However, if they did, it was too tiny for children to remember. This is why

promoting multicultural activities in schools and communities is important because it provides an

additional learning vignette for children to gather information and to experience the joy of

mingling with and appreciating others from different races and geographical locations. It also

promotes universal peace and understanding.

Therefore, based on the foregoing assertions and assessments, let us for a moment ponder

on how multicultural programs should be re-conceptualized and implemented in our schools and

communities in order to avoid the unfortunate scenarios of American kids and adults displaying

their ignorance of African history and culture and the lack of knowledge about the others in their

lived world. In other words, we need to do a better job at improving our instructional methods in

order to yield high student outputs through the introduction and maintenance of research and

performance-based multicultural education programs in our schools and communities. Teaching

to the curriculum or administering a barrage of so-called ‘standards-based’ and ‘high stakes

tests’ will not help students communicate better with people from different cultural backgrounds

and philosophical persuasions, but teaching them the rule of law, respect for self and others, as

well as cultural esteem, will do the trick and garner better human relationships and success for

future leaders of America. Now, let us talk a little bit about how multicultural programs should

be re-conceptualized and implemented in our schools and communities. Are you ready! Get set!

Go!

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How Should Multicultural Programs Be Re-conceptualized and Implemented in Our Schools

and Communities?

Traditional Liberian master artist and dancer Kormassa Bobo is a former member of

the National Cultural Troupe of Liberia now presiding in the United States. She is a

devoted a lifetime devoted member of Dehkontee Artists Theatre, Inc.

In my opinion multicultural programs should not just be an integral part of the

curriculum. Rather, they should also be carefully framed and aligned to the writing and

production of appropriate textbooks that validate the importance of the multicultural contents

that we teach children in the classroom—in terms of imparting cultural values and mores that

include: cultural and self-esteem; respect for self and others; respect for rule of law; love for

country and fellow countrymen and women; and resolving conflicts non-violently. Accordingly,

the texts we use to complement instruction in the classroom should be culturally and contextually

relevant by reflecting the languages and cultural beliefs of beneficiaries. Also, textbooks must be

user friendly as well. In addition, the core curriculum of multicultural and peace education

programs should take into account the transfer of knowledge from the classroom to the

community where students spend the bulk of their lives interacting with people from different

cultures and nationalities. In the long run, multicultural education should instill self-discipline in

children so that they may exercise tolerance and develop love and affection for people from

different races and cultures. It should also empower children to become true peacemakers rather

than being bullies and prejudiced individuals that build walls instead of building bridges in

society!

Besides, it is essential to aim for home-school congruity as an integral part of the

instructional process of imparting multicultural and peace education skills to students in and

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outside of the classroom. I make these assertions in particular because when children grow up as

adults they will only live and reflect what you taught them at home or in the classroom. To back

up my statement, let me cite in the following paragraphs a few practical examples that may be of

help to shed light on the basis of my assertions.

One, I am sure you have seen or heard again and again, several prominent and ‘well-

educated’ American citizens shamefully reflect the lack of multicultural education in their

speeches and radio and television interviews by making public statements that undermine the

integrity and suggest the imbalance and narrow lining of American education. For instance,

when a vice presidential candidate says “I can see Russia from my backyard” when literally

everyone knows the Union of Soviet Socialist Republics (USSR) are thousands of miles away

from the United States, it casts a dark shadow on American education with respect to what an

individual knows about world geography or history. Hence, while on the one hand, it may seem

the individual is speaking figuratively, on the other hand and in reality, it exemplifies the

worldview that undergirds the American curriculum—which insinuates that America is the only

nation in the world and so there is no need to learn about other nations, their cultures, and

peoples! Also, it is not surprising that some prominent American citizens or presidential

candidates are focused on “building walls” against other nationals or ethnic groups when we live

in an interdependent world. These faulty and prejudiced comments may seem trivial to us at

first sight, but in reality, they reflect the narrow and restrictive nature of American education,

as well as the desperate need to mend the loopholes that exist in our skewed teaching and

learning system by inserting more multicultural contents in our curricula.

Apart, multicultural programs should be research-based and results driven, and they

should be adequately financed and implemented in schools and communities by top notch

professionals who have conducted research in the field and have a firm grip of the theories and

practices that go along with establishing such programs. This entails helping children and school

staff and the community in general, to better appreciate and celebrate their diversity rather than

to be prejudiced toward others and their cultural beliefs. Also, as a researcher and educator, I

believe the key purpose for the introduction of multicultural programs is not to impress federal

and state officials that your institution superficially respects ‘diversity’ in order to get more

funding; but instead, the underlying motive for establishing your multicultural program should

be to ensure that your students and staff champion the fight for social justice and equality—to

help reduce racial prejudice, inequality of opportunities, and the growing levels of violence that

negatively affect the overall decorum of our school systems and society in general.

Also, it is important to note that the overarching process of ensuring peace and stability in

our schools and communities is not the sole tasks of school teachers, administrators, and

students. Significantly, it is the joint responsibility of all stakeholders: parents, guardians, the

community, churches, mosques, synagogues, and the business community, the police, and

paramilitary apparatuses of federal, state, and local governments, etc. The reason why the input

of all stakeholders is crucial is because, “It takes a village to raise a child”! This is why much

efforts and funds must be invested in American school systems and community-based

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organizations such as Dehkontee Artists Theatre, to promote peace and cultural diversity among

persons of varied cultural and historical backgrounds and persuasions.

Eventually, this may help to prevent the negative stereotyping of others that is mainly

propagated through the curricula and textbooks we use in American schools. Nevertheless, we

also need to find ways in which multicultural and peace education programs can improve student

learning and affect our interpersonal relationships with others at school or in the community.

Below are ways in which I believe multicultural and peace education programs may improve

student learning and our interpersonal relationships with one another in society, depending on

whether or not our multicultural programs are properly introduced, adequately financed, and well

implemented by top notch scholars and researchers who have a passion to promote peace, social

justice, equality, and cultural diversity in society.

Ways in Which Multicultural and Peace Education Programs May Improve Student Learning

or Affect Our Interpersonal Relationships

Dehkontee Artists Theatre technical rehearsal scene of “The Frogs and Black Snake in Frogsville” Photograpy

by Harrison “Black Baby” Jiedueh.

Earlier in this article, I assured you I would provide some evidences to corroborate my

assertions regarding how we may improve student learning and instructional methods in

American schools to ensure peaceful coexistence among citizens that are of varied socio-cultural

and historical lineage. I also reasoned that this can be successfully implemented through the

establishment of research-based and results-driven multicultural and peace education programs

in American schools. Against this backdrop, it is safe to say that there are zillions of ways that

the concept of multiculturalism may positively affect our lives or negatively impact our

interpersonal relationships, whether in a school setting or in our communities. Here is one

example how multicultural education can help bridge social gaps and create mutual

understanding between individuals with differences of opinions or cultural and religious

backgrounds.

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I was deeply touched some time ago when I attended a public county budget hearing at

which a group of African immigrant and Hispanic students narrated their mixed bitter-and-sweet

school and learning experiences regarding how they were bullied by their mainstream

schoolmates due to their ethnic backgrounds and accents. Nevertheless, the same group of

African immigrant students also testified that later on during the course of the school year they

gained confidence in themselves and fared better academically and socially when they enrolled

in an effective multicultural program that identified and addressed their learning and basic social

needs. Furthermore, they attributed their bullies’ dramatic change of attitude toward them to the

effective manner in which the program was run and the efforts made by both staff and students to

practice what they preached and believed.

Also, the students informed the audience that their instructors did not only verbally

preach multicultural and equity pedagogy concepts or theories but they practically put them to

use to obtain positive results and social change. Gradually and systematically the tenets of the

multicultural program transformed a hostile, insecure teaching and learning environment that

comprised a group of aggressive youths from the mainstream population of the school (meaning

Black and White American kids) that bullied immigrant African and minority Hispanic kids

based on their ethnicities, to a collegial atmosphere or state of mutual love, respect, security for

all, and a conducive and peaceful teaching and learning environment! Along the way something

clicked on both sides of the fence that brought the children together through open dialogues,

fluid communication, and exchange of ideas. That is exactly what effective multicultural

education is all about—changing our hostile world to a peaceful and more tolerable and loving

one!

My second set of examples jointly include incidents that recently occurred and that either

led to diplomatic embarrassment to the United States or that sparked violent protests and peace

marches across the United States. For an example, you will recall a tourist from the Middle East

was falsely accused of being a ‘terrorist’ due to the traditional Arabic garb (costume) he wore.

Also, the man was stereotyped because, according to the receptionist, he spoke a “strange

language” that she did not understand. Thus due to communication barriers and cultural

differences, the receptionist was quick to report to law enforcement officers that she had seen a

‘terrorist’, and the rest is history!

The law enforcement officers came with a prejudiced and stereotypical approach and

roughed the young man up before they realized he was a diplomat that was visiting the United

States on some official business! Soon international condemnations poured in like heavy

raindrops criticizing the prejudiced behavior of American law enforcement officers. Again, this

obviously speaks to the need to provide our pupils with multiple learning experiences so that

when they grow up they may get to appreciate themselves for who they are, and value the

cultures of others who come from distant lands and seas.

Additionally, let us just imagine what might happen in the near future when you and I

vote for individuals who believe in “building walls” against people that differ from you and me

based on their racial, cultural, or religious beliefs! The consequences of course will be far worse

than what happened to the tourist who had come on a business trip but suddenly landed on a

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hospital bed due to cultural differences and/or our ignorance of the others around us! In view of

the foregoing, we should not forget that our kids are observing and absorbing every move we

make as adults and their supervisors. In particular, children in our school systems may perceive

the negative expressions and behaviors of our political leaders, civil servants, and radicals as

“acceptable norms” of society rather than to view them as positive results.

In other words, the growing trend of thought of prejudging or stereotyping others by their

skin color rather than by the content of their character may rapidly undo the great efforts that

were exerted by civil and human rights activists over the century and a half to promote equality

of opportunities for all in the United States of America. Therefore, the education of our children,

grand and great-grandchildren is not only the responsibility of school teachers and administrators

but it is the responsibility of every man and woman in our society: parents, guardians, prelates,

the business community, churches, mosques, synagogues, shrines, law enforcement officers, etc.

We have to take on the challenge to educate our children to be liberal minded and universal in

the way they view the world and others around them. We have to teach them to be peace makers

and law abiding citizens. Last but not least, we must bear in mind that when children grow up,

they will only live and reflect what you taught them when they were kids. Nonetheless, in order

to broaden our children’s horizon about their lived world, we have to adopt the African adage:

“It takes a village to raise a child”. It means we all have to get actively involved in the

education of our children so that they may grow up being civilized and peaceful citizens that are

informed about themselves, their immediate environments, and those that live around them.

It Takes a Village to Raise a Child and a Child Will Only Live and Reflect What You or Others

Teach Your Child!

Early literacy intervention is the key to developing children’s literacy and communications skills in

writing, speaking, listening, and reading. This can be also enhanced with culturally and contextually

relevant education. See how intently focused the three-year old child is in this photo.

Yes, indeed, “It takes a village to raise a child”, and a child will only live and reflect what

you or others teach your child in and outside of the classroom. Therefore, raising a child in a

culture as diverse and complex as ours is not just the sole responsibility of biological mothers

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and fathers. Preferably, it should also be the charge of all concerned adults and various

stakeholders in the community to keep a close watch over the youths of society and redirect them

when they go in the wrong direction. Furthermore, it is the task of all interested party to ensure

children are appropriately mentored and adequately supervised and nurtured in order to properly

coordinate and supervise our children’s home-school activities and secure a brighter future for all

of them.

For instance, back in the day when I was growing up in Africa, corporeal punishment was

allowed and it was not just the biological parents that raised their own children. Sometimes it

was as well the duty of the entire village or community to make sure children were properly

cared for and protected. Hence, there was always some ‘nosy’ (caring) neighbor or ‘granny’

(older folk) on the scene who spotted your ‘bad behavior’ during the absence of your parents and

told on you when your parents came home from work. Occasionally, ‘good neighbors’ (as they

were called) took the initiative to give you a good spanking before your parents came home and

added extra ten or twenty-five lashes on your bare back after they heard the horrible tale the

‘nosy’ neighbor told them about your ugly behavior during their absence. As a result, we had

constant adult supervision, and this kept us in check twenty-four-seven even when mom or dad

was not physically present.

Children learn best when they are able to use their multiple intelligences through culturally relevant

events that are characteristic of their lived world. Above, Dr. Gbaba is providing a lecture about the

history and culture of Liberia to some kids and their mother at a cultural extravaganza hosted by the

Embassy of Liberia near Washington, D.C. during the 168th Independence Day celebration of the

Republic of Liberia on July 25, 2015, a day prior to the actual Independence Day of Liberia. See how

keenly attentive the children and their mother are at the outdoor cultural event. Again, home-school

congruity and the active engagement of parents in the education of their kids is a key requisite to

providing children with culturally relevant and efficient education. Photography by Harrison “Black

Baby” Jiedueh.

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The same concept existed in the American society decades ago and it produced great

Black citizens and minds the likes of Martin Luther King, Jr., Carter G. Woodson, W.E.B.

DuBois, Malcolm X, Booker T. Washington, Rosa Parks, Harriet Tubman, and other human and

civil rights activists. These distinguished Black citizens were able to shape their own destinies

and the futures of millions worldwide by laying the foundation for the growth of genuine

democracy and rule of law in the United States. They were successful in achieving their lofty

goals and dreams to bridge the racial and political divide that existed between Blacks and Whites

because they heeded the rich counsels that were provided them by their parents, guardians, and

caregivers that played active roles in their respective lives. Also, these compatriots were able to

put into good use the rich cultural values that were passed down to them by older folks who took

charge of them when they were kids. But these days the African concept of “It takes a village to

raise a child” practically no longer exists. In recent times rearing a child is considered a

personal matter. For this reason, a child in the United States or in any region of the world these

days is no more considered “our child” as before. Instead, it is now: “my child”.

Spending some quality time with Teacher Margaret Koffa and her daughter Juliana Koffa-Dixon in

Ellicot City, Maryland. Teacher Kofa was Dr. Gbaba’s kindergarten teacher in the early 1960s at

Barracks Union School in B.T.C., Monrovia, Liberia. Who can ever repay the old folks for the care they

provided us back in the day when life was not so easy as it now seems! (front roll:L-R: Dr. Gbaba,

Teacher Koffa, Mrs. Gbaba, and Teacher Kofa’s daughter, Juliana who is a member of Dehkontee

Artists Theatre, Inc Board of Directors.

Nevertheless, even in our time these days when children reach school age (from pre-K

through 12th grade), we enroll them in school and temporarily entrust their basic learning and

overall care in the hands of school principals, teachers, school staff, and coaches, five days a

week—from Monday through Friday for approximately eight hours each day. We also entrust

their care in the hands of summer school or summer camp counsellors or sometimes our

neighbors to provide supervision when we as parents have other engagements and cannot

oversee our own kids. During the time frame when biological parents, guardians, or caregivers

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are away, children receive instruction or supervision from adults other than their own parents.

Thereafter, it becomes the responsibility of biological parents, guardians, and caregivers to

supervise and make sure what their children learn under the guidance of their teachers or other

adults is also relevant to their home culture and upbringing. Further, it is also the stint of parents

to make sure their children are on task with their school work and that their kids perform

excellently in their academic and socio-cultural pursuits.

This systematic approach to student learning and supervision calls for home-school

congruity and the active engagement of parents and stakeholders in the education and upbringing

of children in our society. However, in a fast paced culture or urban setting where most children

hail from single parent homes and violent prone inner city communities and neighborhoods, it is

very difficult to achieve this goal to ensure the active engagement of parents or caregivers. The

basic reason for this is because most parents (particularly single parents) serve dual or multiple

capacities as bread winners and caregivers or as mothers and fathers to their children, while

concomitantly fulfilling other social and extended family obligations. Thus, it becomes

overwhelming for caregivers to play an active role in the education or rearing of their children if

they have to work two or more jobs just to make ends meet. As a result, many inner city kids

grow up without adequate adult supervision and consequently end up being ‘men’ and ‘women’

in the home and community before the age of puberty or during their adolescent years.

Subsequently, most children (particularly African-American and Latino children from

single parent homes and drug and high crime infested inner city neighborhoods and

communities) end up engaging in antisocial behaviors and/or violent crimes and drug related

offenses that divert them from their normal path of growing up as being kids and dependents.

Instead, they begin to: (1) fend for themselves; (2) to make judgment calls that may be

detrimental to their security and health, such as engaging in: (a) illegal drug trafficking, (b)

unsafe sexual activities and unwanted or unplanned teen pregnancy; or (c) by being oppositional

to authority figures in their lives (be it in the school setting, the home, or community).

Accordingly, they may perform poorly academically or end up dropping out of school.

Also there is a strong possibility truant and delinquent children may run into problems

with the law and get locked up for juvenile delinquency, misdemeanor, or for other violent

crimes such as aggravated assault, illegal possession and trafficking of drugs or guns; carrying

out armed robberies or committing murder—and worst case scenario—committing suicide. Most

of the time kids who come from minority groups and that suffer from identity crisis (for instance

gender and sexual related issues) and are bullied by their peers in their schools and communities

end up committing suicide if they are not lucky to get guidance counseling on time!

In addition, two other important factors that affect student learning and positive output

and that consequently cause unsupervised and unmotivated children to skip school are the

curriculum that drives their instruction and the textbooks that are selected to implement the

instruction of students. Student truancy is on the increase everywhere in the United States,

particularly in big cities and urban settings because most educators are too busy teaching to the

curriculum and preparing kids to sit state and federal mandated ‘standardized tests’. For this

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reason, teachers and school principals too often become insensitive to the individual learning

needs of their students.

For an example, African-American children may not have interest in a subject matter that

is focused on Christopher Columbus ‘discovering America’, or the story of the slave trade as

they may find more motivating the history of ancient Egyptian civilization when their ancestors

ruled the world and contributed meaningfully toward the advancement of the human race. In

view of the foregoing, it is not that African-American kids might not believe the Columbus or

slave trade story as being ‘relevant’ to their history and culture; but because it may be

demoralizing for African-American kids if their teachers only dwell on the negative aspect of

Black history and culture when there are many more positive stories about their ancestors that

could uplift their spirits but that are not taught when teaching them in a classroom of mixed race

kids.

For this reason, Black students may rightfully feel ‘excluded’ from class discussions

and/or may become demoralized or feel denigrated based on the subject matter that is being

discussed. Sometimes the negative reaction of a Black student to the teaching style of the

teacher in the classroom may be based on how craftily the teacher presents sensitive subject

matters to his racially diverse student population. The same mindset may also apply to Latino

and Asian American kids if teachers do not include information about their culture and history to

fully integrate them in class activities because teaching and learning activities only become

meaningful and effective when teachers mesh different cultural and historical concepts in their

lesson plans so that each individual student sees himself or herself represented or centered in the

topics of discussion in their classrooms. This is called “equity pedagogy”—providing a

conducive teaching and learning environment for all students through a multicultural curriculum

that reflects their lived world and experiences that children in our classrooms can relate to by

reading culturally and contextually relevant textbooks.

Consequently, this may motivate and improve student learning and performance and

curtail the use of school curricula that provide a narrow scope of education for American

children as a deliberate attempt to keep them brainwashed. Overall, the lopsidedness of the

curriculum and textbooks, as well as the inability of teachers to present the truth or full picture to

students, may set the stage for creating a generation of future prejudiced citizens that have no

respect for their fellow countrymen and women on the basis of race, creed, or color! Therefore,

when I stress the dire need to re-conceptualize the curriculum and immerse more accurate and

richer Afrocentric materials in our curricula and textbooks, it is because the success of every

nation and people is deeply rooted in helping the citizens realize their individual and collective

worth as a nation and people.

This can be effectively done through a culturally rich and diversified curriculum and

textbooks that are designed to prepare global leaders for the 21st century—leaders who will see

beyond the periphery of their race, creed, religious or political persuasions and recognize the

oneness of the human race. Below, I share some of my findings from my research work (the

Chinadeh Afrocentric Curriculum and Textbook Experience…) to give you an insight on how a

25

research-based and results-driven curriculum and textbook intervention may improve student

learning and create good student interpersonal relationships.

The Chiandeh Afrocentric Curriculum and Textbook Experience and the Role of DATI in

Promoting Multiculturalism and Peace Education in Schools and Communities across the

U.S.

The African adage: “It takes a village to raise a child” is embedded in my doctoral

research entitled: The Chiandeh Afrocentric Curriculum and Textbook Experience: Exploring

Children’s Responses to an Afrocentric Curriculum (Gbaba, 2009). The Chiandeh project

combines multicultural and postmodern teaching and learning concepts to provide a research-

based and results-driven multicultural framework from an Afrocentric perspective by using as

focus the performing and visual arts and literacy (reading, writing, speaking, listening,

storytelling, acting, music, dance, roleplay, painting, drawing, peace education, etc.). In addition,

the Chiandeh curriculum entails the preparation of literary materials such as textbooks, short

stories, plays, and lesson plans to help teachers and learners better understand how to center

minority students in their own teaching and learning processes.

Furthermore, the Chiandeh concept recognizes the underlying fact that no matter how

hard we try to home school our children, there is still the possibility that they will have to

interact with others outside of their core family lineage—they will have to interact with people

from different cultures on a daily basis in our communities and schools. That is why I strongly

believe we must emphasize the importance of teaching our children multiple skills and

perspectives to view life not just from a monolithic Euro-centered or Afrocentric standpoint, but

to help children and learners in general develop a pluralistic worldview that embraces all cultures

and races as reflected in the peopling of the American society and elsewhere around the globe!

Thus, even though the Chiandeh Afrocentric curriculum and Textbook project may seem on the

surface that it only focuses on Black history and culture, it is broad-based or universal in terms of

introducing children to basic general life principles such as respect for rule of law; teaching

children basic literacy skills in writing, reading, speaking and developing their coping and

listening skills, and so forth. However, it specifically sheds light on the true culture and history

of the Black Race and provides an opportunity to fill in the gaps where the mainstream

curriculum lacks the accurate information that all children need to better appreciate and respect

Black history and culture.

Accordingly, the role of Dehkontee Artists Theatre and other community-based non-

profit cultural and educational organizations in sustaining the peace building and cultural

diversity process in schools and communities in the United States and across the globe cannot be

overemphasized. All around us today, certain political leaders here in the United States and

elsewhere are openly making divisive comments on public and mass media that are detrimental

to the safety and security of U.S. citizens, and the world as a whole. In addition, school-based

violence and bullying have been on the rise in the past ten years or more because we have not

succeeded in introducing culturally rich programs that instill discipline, cultural esteem, respect

for others and self-respect in our children who are mistakably the victims of the types of

decisions adults make on their behalf.

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Therefore, whether we view the divisive comments of politicians as sheer entertainment

or “politics”, or the violence in our schools and communities as insignificant, they will certainly

continue to have serious consequences on everyone as is evidenced by the growing number of

security threats and mishaps that are occurring around the globe and here in the United States.

Therefore, we will all be affected by the outcomes of the lack of a sound multicultural education

unless we all work together to address these life-threatening events and practices that are

confronting us every day. Together we can prevent chaos and lawlessness by introducing and

implementing peace education and effective multicultural literacy and intervention programs that

may appeal to and motivate all sectors of our student and general populations in the United

States of America to better communicate with and respect the others in our society. Sometimes it

may require volunteering to participate in a local community theatre peace education project if

you have the time or it may require your financial contribution to help promote such a

worthwhile program in our neighborhood schools and community centers. So, just do not sit and

be an observer—be an active participant of the peace process and the education of your children

by supporting the Dehkontee Artists Theatre peace efforts and literacy projects.

To conclude, I must admit that generally speaking most of you have been very responsive

morally but not financially, whilst others have shamefully and disgracefully sat along the fence

with nonchalance. For those of you who believe in the same concept of providing children and

their families with multiple learning opportunities as some of us do, I say “Thank you” and may

God bless you. I also urge that you contribute financially because without finance it is just not

possible to provide the types of services that our children need in order to prepare them for a

brighter future. However, for those of us who are still adamant and stuck to our racist and

ignorant ways, I pray that the light from sharing multiple perspectives will engender in you and

me some love and appreciation for the others around us. In particular, this is all part and parcel

of the American Dream—building a society of diverse immigrants and citizens from various

spheres of the world and providing the opportunity for everyone to prosper and not just for a

privileged few.

Hence, one good thing you can do as a student, teacher, school principal, civil servant, or

politician, is to join members of Dehkontee Artists Theatre to promote multiculturalism and

peaceful coexistence among citizens of the United States and peoples of the world. You can read

more about our work by logging on our website: www.dehkonteeartiststheatreinc.com ; and, you

can make a donation by clicking on the “Donate” button to make a donation through our Paypal

account. Your donation is tax deductible because Dehkontee Artists Theatre, Inc. is a 501 © (3)

non-profit cultural and educational organization. Through your financial, material, and moral

supports, we can all definitely contribute toward the efficient education of every child in our

school and community because it takes a village to raise a child!

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Conclusion

In this article we scanned through various segments of the multicultural concept and

discourse (appreciation of diverse cultures, histories, provision of equity pedagogy, and

culturally relevant education, etc.) to provide a broad based conversation on some of the trending

issues and circumstances related to the notion of schooling in a postmodern era and pluralistic

society such as ours. From this stand point, we took a critical look at the need to promote cultural

diversity in our schools, communities, and general society, and reexamined the way in which we

implement and finance multicultural and peace education programs in our schools and

communities. Consequently, I provided an overview that detailed the various angles in which

the immersion of Afrocentric materials in our curricula and textbooks can be implemented to

educate future generations of Americans and world citizens so that they may grow up loving and

appreciating one another irrespective of race, creed, color.

Part of our analysis entailed a critical look at the present scope or landscape of American

education and its emphasis on excessive use of standardized tests to assess the learning and

teaching competencies of American teachers and students. Against this backdrop, I asserted that

providing learners with culturally relevant education and the opportunity to view life from

multiple perspectives rather than a monolithic approach to teaching and learning may help

students and teachers develop better coping skills and improve student learning and the

pedagogical and administrative skills of teachers and educational leaders. Furthermore, I also

emphasized the need to use research and performance-based materials under the guidance of

pedagogues that have done research in the field so that multicultural and peace education

programs may be effectively financed and administered in order to yield effective results.

I also suggested that the traditional concept of raising a child was more agreeable to

producing productive future leaders when the entire community and various stakeholders were

involved than when biological parents were the sole providers of supervision and cultural

upbringing for their children. In addition, I stressed that the latter concept of child rearing

reflects the multicultural tradition of engaging the entire community in the education of the child

in order to ensure the development of a broad based mindset that consists of diverse cultural

values and mores that may foster mutual understanding and respect among all Americans and

citizens of the world. Consequently, this may engender in the hearts and minds of future leaders

of the United States and the world the burning desire to secure the dignity and sanctity of human

life and rule of law. I hope you find this discourse useful and thanks for your patience.

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About the Author

Rabbi Prince Joseph Tomoonh-Garlodeyh Gbaba, Sr., Ed. D.

Founder & Executive Director

Dehkontee Artists Theatre, Inc.

Rabbi Prince Joseph Tomoonh-Garlodeyh Gbaba, Sr. is an artist/scholar with vast

teaching and directing and acting experience in the fields of education and theatre (directing and

acting). He is founder and Executive Director of Dehkontee Artists Theatre, Inc., a 501 © (3)

non-profit and cultural organization currently based in the City of Bowie, Maryland. He is a man

of multiple talents and a renowned African-American playwright, theatre director and actor that

originally hails from the West African nation of Liberia. He is of royal lineage and is a member

of the Royal Household of the Nien Dynasty of Krahn Kings from the Krahn ethnic group of

Liberia.

Academically, Dr. Gbaba holds a Bachelor of Arts degree in English from The University

of Liberia; a Master of Fine Arts (Directing) from The University of North Carolina at

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Greensboro’s prestigious School of Music, Theatre, and Dance. Dr. Gbaba also holds a Master of

Science degree in Elementary and Special Education and a Doctor of Education in Educational

Leadership from St. Joseph’s University, a Jesuit institution of higher learning located in

Philadelphia, Pennsylvania.

Dr. Gbaba is the author of three self-published books: Ah-zeo, Ma Garh, Conflict

Resolution and the Concept of Change, The Frogs and Black Snake in Frogsville. He has

produced, directed and acted in several of his plays and his Dehkontee Artists Theatre has

performed for several African presidents, foreign diplomats, and the international communities

on the continent of Africa and here in the United States. Some of his famous unpublished works

include: “Love for Mymah”, “No More Hard Times”, “The Resurrection”, “The Chains of

Apartheid”, “The Minstrel’s Tales”, “Yah” (“Vision”), “Town Trap”, etc.

Dr. Gbaba’s research interest is in qualitative research and Afrocentric curriculum design.

His doctoral research The Chiandeh Afrocentric Curriculum and Textbook Experience:

Exploring Children’s Responses to an Afrocentric Curriculum was conducted at St. Joseph’s

University in Philadelphia, Pennsylvania. Dr. Gbaba can be contacted via e-mail at:

gbaba5@aol.com. You can read more of his writings on Facebook, Twitter, LinkedIn, and on the

following websites: joegbaba.wordpress.com, www.dehkonteeartiststheatreinc.com,

dehkonteeartiststheatreinccom.org.

How to Contact Us and Donate to Dehkontee Artists Theatre, Inc.

Log on to our website: www.dehkonteeartiststheatreinc.com and click on the “Donate”

button to access our Paypal account. You may also contact us at: gbaba5@aol.com if you are

interested in booking the group to perform at your school or for speaking engagements.