Trabajo futuro.

The fourth theme that emerged in the data in conjunction with the fourth interview question is

policy and priority. Policy indicates where a municipality or society places its priorities. At the root of policy is politics – that is, the distribution of resources and the agency and agendas that are behind the power relations of who gets what and when. Priority refers to something that is given special attention, preceding others, in importance or perceived importance. Policy and priority can be said to be indications of power, but it is arguable as to whether the power is

artificial or authentic.

For African people, community is a central part of the culture. As noted previously, the concept of Ubuntu states: “I am because we are and because we are, therefore I am” (Mbiti, 1969). There is also an African proverb that says: “A person is a person because there are

people” (http://adiama.com/ancestralconnections/2010/03/02/umuntu-ngumuntu-ngabantu-a-

person-is-a-person-because-of-people/). Both of these proverbs are indicative of the premium African culture places on communitarian consciousness and communal activity. The fourth element in the Afrocentric Canon, Ujamaa, indicates that “theory and practice should be informed by the actual and aspired interests of the community” (Reviere, 2001, p. 725).

To organize people to make them aware of the African American history legislation’s importance and why it should take priority was a deliberate process. Rep. Frederica Wilson observed:

Aside from state legislators, I recall that advocacy groups such as the State of Florida African American History Task Force were heavily involved in promoting awareness of these academic needs along with making recommendations to different departments and agencies. Additionally, with the creation of official committees to assist in determining

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what this improved curriculum would be comprised of, the community was able to play a significant role. Committee members included not only retired educators and school board members, but also parents and regular citizens. This way, everyone was given a voice and able to contribute to the future of our children’s education.

Rep. Wilson further noted:

The traditional steps to introduce a bill and gather support were taken inside the state House and Senate. And yet, outside of the state capital, groups were engaging in much larger discussions of how to transition to include African American history in Florida’s curriculum in the most effective way. Whether that was teachers coming together to decide on ways to move forward, or school boards expanding on new content to be included in official examinations, the seed had been planted for true change.

Senator Jim Hargrett recalled:

I asked Rudy Bradley, who was the House member, to sponsor it. If he had any suggestions to change it, we would make the changes and then the bill would be

introduced, and then go to committee, and then when it goes to committee, it is subjected to amendment during the legislative process.

Terry Emeka Thomas helped to organize educators to get behind the African American history legislation. Serving as the president of the Black Caucus of the National Education Association Florida State Affiliate, Thomas helped to organize and strategize around the drafting and passing of the African American history legislation.

So while the process was on the way, being the state elect president of the Black Caucus for the NEA, State Affiliate, that [the African American history legislation] was number one on my agenda, to put my leadership into supporting these proposals. That was

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number one on my agenda. So at our annual meeting – state representative assembly, as we call it in NEA – the president of our teacher’s union happened to be Black and I was Black and he knew that I was a forceful person. He told Professor James Eaton of the Florida Black Archives. So my caucus introduced Professor Eaton to the State Union at a hearing and Professor Eaton explained the importance of the proposal. At my urging, I encouraged the State Teacher’s Union to get behind the proposal and to endorse

Professor Eaton and what the Black History Task Force was doing; he was on the Task Force, Professor Eaton.

Dr. Bernadette Kelley’s consciousness is complemented by her competence as an instructional technology educator and grant writer. As the African American History Task Force Chair and Principal Investigator, she raised funds and managed grants that supported the implementation of Florida Statute 1003.42(h). She structured face-to-face professional development opportunities for teachers and oversaw the implementation of an online platform for professional development to help teachers become more culturally competent in their delivery of instruction at it relates to the African American history legislation:

. . .When I started and I took over in 2000, the Task Force was receiving $25,000 a year to implement the program. This has grown to $100,000 and has been as high as

$200,000. When President Obama came in and gave us previous money, we applied for and we received the additional $100,000.

Dr. Kelley also indicated the challenges of getting decision-makers to see the importance of funding the legislation. One can determine what policies take priority by the funds allocated:

Well, I think policy right now, the legislation is there, but implementation of the policy has to be further explored. And that was the thing under Senator Anthony Hill that we

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have to be looking at now. How can we move this out of just a recommendation kind of mood and make it a line item in the legislation budget, because if it is a line item in the legislator budget it gets more attention because people go after the money. Rather than $100,000 – that is not a lot of money – every year to teach 67 school districts about how to incorporate or utilize the materials that are out there to teach African and African American history. So we are working to change the policy somewhat and make it be part of a straight line item in the state legislature’s budget.

I asked Dr. Kelley what kind of monies are put towards policies that take priority. She laughed.

Right now I am a Deputy Director for Environmental Studies; we received an

Environmental Grant from NOAA (National Oceanic and Atmospheric Administration). We get $15,000,000 over five years and this is the third time we have gone for the grant . We are in the process of writing the grant again and there is going to be another

$15,000,000 over five years to train 50 scientists from under-represented populations.

So a renewable $15,000,000 is appropriated for a five-year term to train 50 scientists. But $100,000 a year is appropriated to train 177,853 public school teachers in the state of Florida (http://www.edweek.org/topics/states/florida/) to be in compliance with the African American History Legislation in a society that is increasingly diverse and in need of the cultural

competencies that the African American History Legislation prescribes.

Wilson, Bradley, Hargrett, Kelley, Thomas, and Raing all agreed that Rep. Rudy Bradley and Senator Jim Hargrett were responsible for introducing the bill and getting it through the Florida State House and Senate. Kelley and Thomas recognized the seminal work of Dr. James Eaton, a professor at FAMU and director of the Florida Black Archives on FAMUs campus. His scholarship and insights were indispensable in helping to organize the wording of the legislation.

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Kelley and Thomas also indicated that Commissioner of Education, Doug Jamerson, was impactful in the legislation’s coming into being. Kelley noted:

Commissioner Jamerson definitely had an impact. He helped spearhead this legislation. They were adamant about getting it on the books because of the population in the State of Florida, more than 2/3 of the children in the public school system in Florida were

minority, not just African American, but Haitians, or from the Caribbean or Hispanic or have some African parts of the diaspora in their heritage. So they were adamant about it being taught.

Thomas indicated, “Commissioner Jamerson called forth the leading intellects of that time on

the question of African American culture.”

The Afrocentric canon element of Kujitoa requires the researcher to “emphasize considerations of how knowledge is structured” (Reviere, 2001, p. 716). I have given careful consideration as to how the knowledge is structured and constructed, mindful that for many students and researchers, this may be their first encounter with Afrocentricity and Africological research design. It is my hope that this research design and the research findings will inform students and researchers as to what Afrocentricity is and inspire them to consider using Africological methodologies in their studies.

Not all the testimonies of respondents were in agreement, however. There seems to be a discrepancy as to whether the African American history legislation preceded the Holocaust legislation or vice versa.

Terry Emeka Thomas reported that:

State Representative Rudy Bradley was brought into office when the bill was in the proposal stage to find out the gist of what was going on and Mr. Bradley indicated that

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the Jewish community had first proposed a Holocaust education bill and he

propositioned them and indicated that he would like to attach an African American history bill along with the Holocaust bill, and the two communities agreed that was plausible and the best way to go. So you had a Holocaust education bill and an African American history bill in context together. So it was a political arrangement by the Jewish legislators and the Black legislators.

However, Debbye Raing recalled this process differently:

No, no. Ours was about to pass but it got hung up – I don’t know in the Senate or the House – when the Holocaust folks couldn’t get theirs passed by itself, and so, you know, with their political wrangling and everything they attached the Holocaust not on to the African Americans but under Item 2, so the Holocaust was labeled the Letter G [Florida State 1003.42(g)], when African American studies should [have been] labeled letter G and then African American studies became letter H [Florida Statute 1003.42(h)].

Rep. Rudy Bradley recalled the events similarly:

As I recall African American preceded the requirement that the Holocaust be taught as a part of history and the Holocaust [legislation] basically came about as the result of the fact that the African American history was being put forth. And the Holocaust

[legislation] concept was put forth after it became apparent that the teaching of African American history was going to be successfully worked through the legislative process.

Dr. Bernadette Kelley suggested that the two pieces of legislation were passed simultaneously:

At the same time the Holocaust community was thinking of the same thing, so they went in together and both of them were passed at the same time: laws for teaching of the

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Holocaust and the teaching of African and African American history. That’s as far as I am familiar.

These conflicting testimonies demonstrate that the work of qualitative analysis is not always as tight and clean as we might like. It also demonstrates differing vantage points from those who were directly involved, those who observed from afar, and those who became involved in the implementation process after the legislation had passed.

The last theme that emerged as an overarching pattern of influence is that of power and precedence. In the end, policy is a question of power. Nobles has defined power as “the ability to define reality and to get others to accept your definition as if it were their own” (Hilliard, Payton-Stewart & Williams, 1990, p. xviii). Power defines and determines priority. Power determines who and what takes precedence, when, where and why.

Were African American legislators able to push the legislation through on their own merits? Or did it require that the African American legislation be attached to the Holocaust legislation to be passed? Or did those pushing the Holocaust legislation attach the African American History legislation to the Holocaust legislation? What does this say about power? What does this say about precedence? What does this say about a people’s ability to impose their will upon the polity?

According to Debbye Raing, when asked if she thought ACE Movement led to the passing or implementation of the African American History Legislation:

I don’t know if Afrocentricity at that time was as prevalent then but they talked about not only putting in the history but the music, the accomplishment of people from the

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ahead of themselves when they helped to do the research for the legislators who were trying to get this law passed.

In response to the same question, Molefi Asante said:

I think Asa Hilliard had a far greater influence in Florida than I did and I think that is why you have the component that speaks to what happened before slavery--because he was grounded strongly in the classical history of Africa. So he understood that it was essential for that to happen, and the people who worked with him, and also I should say the Na’im Akbar must have had some impact on it as well, because they were both very active in Florida around this time. I came into Florida after the law had already been developed.

Other respondents were not asked this question directly. Debbye Raing seemed unsure as to whether Afrocentricity or African-centered educators had an influence on the formulation of the Florida African American History Legislation. Molefi Asante, however, indicates that Asa Hilliard, an African-centered educator, did have an indirect impact on the formulation of the legislation since he was consulting there before the Legislation was formulated. These research findings lead to conclusions that can be drawn about how policy is shaped, formed, drafted, negotiated, and advanced—and the role of members of the Black community—from teachers, school leaders to professors and policy makers—acting with consciousness, conscience, and agency. These findings also lend themselves to the creation of a paradigm for Afrocentric educational policy analysis for which there currently is no research literature. This issue is discussed in the concluding chapter.

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CHAPTER FIVE: DISCUSSION AND RECOMMENDATIONS

The purpose of this Afrocentric case study policy analysis was to understand how Florida Statute 1003.42(h) came into being. This then led to the question “who was responsible for bringing it into being?” In an attempt to find these answers, since policy is not formed in a cultural vacuum, I also had to ask: “What was the socio-cultural context which precipitated the drafting and passing of this legislation?” I was concerned with illuminating elements of change that could lead to improving the life chances of African American students in the public school system by prioritizing policies that create curricula that properly represents African and African American views, values, perspectives, and accomplishments. Thus, this is an Afrocentric case study policy analysis with specific subjective aims to inform and empower African people (Asante, 2015). There are no claims of objectivity or neutrality.

The implications of this research study are deep, wide, and far-reaching. The prospect of being able to ensure that all children, especially African American children, receive a culturally- affirming education in content and intent is inspiring to consider – no matter how cumbersome and messy the process. To know that legislation is in place and could be in place in each state ensuring equitable and culturally affirming education for all is the culmination of the work of many elders and ancestors; this study offers an exciting opportunity to examine and expand this important legacy.

Often Eurocentric research announces, promotes, and represents itself as universal and objective when, in fact, it is very particular and subjective (Asante, 2008; Mazama, 2003). Often policies that are promoted as acultural or universal and available to all Americans remain

inaccessible in terms of any true benefits for African people. Or a policy is said to have taken African American issues and advancement into account, but the policy is not constructed or

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enacted to get clear and demonstrable results for African Americans. This is particularly the case with respect to education reform policy. The No Child Left Behind Act is an example of both points (Darling Hammond, 2010).

This chapter provides an analysis and discussion of the findings presented in Chapter 4 and recommendations for policy, practice, and further research. In seeking answers to my research questions, the hope was not only to gain the answers, but also to be able to use those answers to find elements that could be used to construct a framework for Afrocentric educational policy formation and Afrocentric educational policy analysis. This framework will be discussed later in this chapter.

Culture, Oppression, Power, and Policy

Florida Statute 1003.42(h) cannot be said to be an Afrocentric policy. The legislation did not call for an Afrocentric examination of the contributions of African and African American people to America and the world. And this is a critical distinction. After being called upon as a consultant to observe teachers and schools in the implementation of the Legislation, pioneering Afrocentric theorist and scholar, Molefi Asante observed:

. . .the thing about teaching the African American experience or teaching about enslavement of the African American and all that, you can do all that and still not be Afrocentric. And that’s the problem that I had when I went to some of the Florida

schools…we ran into this problem of who gets to define what is African American history

and African American Studies… [emphasis mine] (Personal communication, interview

with Dr. Molefi Kete Asante).

It is worth noting and reiterating that Afrocentricity is about standpoint, place, and perspective – from what perspective an historical or contemporary narrative is constructed or

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recounted. Afrocentricity “investigates in every situation where we are involved, the position of the African person as an agent” (personal interview with Asante). Afrocentricity is a quest for agency and “a consciousness of victory” (Mazama, 2003). In addition, while the Afrocentrist recognizes oppression and speaks to it, Afrocentricity does not dwell on oppression.

While Florida’s African American history legislation is not an Afrocentric policy, per se, it did create space for Afrocentric agency to operate. By Afrocentric agency I mean it provides a progressive place for Afrocentric and conscientious people to better operate on behalf of the life chances of African American children. That the African American History Legislation is not Afrocentric is a significant point worth noting. For there to be equity and agency, policies are