Since Kemetic Civilization, the African-Worldview has allowed the African people to utilize Ma’at within education to strive for the greatness while relating to God. Scholars such as Cheikh Anta Diop (as cited in Azibo), praises the fundamental elements of ancient Kemet, and how “[the worldview window on Kemetic classical African civilization knowledge] must be at the foundation of our humanities [and sciences, i.e., our Black Studies]” (p. 72). However, although Kemetic values have influenced the evolution of Black Studies, “Africana Studies is not a surrender of the idea that scholarly research methodologies should use unbroken, long-view (e.g. premodern) narratives of the African experience” (Carr, p. 187). Therefore, as time progressed,
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The ideology of students influenced the rationales significant for Black Studies today. These rationales include “the political need for turf and place, the psychological need for identity, and the academic need for recognition” (Huggins, 1985, p. 327). These demands occur continuously when traditional American universities offer courses that are insufficient or irrelevant to the black community and do not pertain to the ethnic identity of the students. Moreover, by understanding the growing multicultural diversity in our society today, the field Black Studies has expanded to persons of different backgrounds, ethnicities, and cultures, and is not limited to persons of African ancestry. Black studies provide “opportunities for whites to enrich their understanding of the black man and thus, perhaps, to help build more meaningful bridges of mutual respect and obligation” (Pentony, 1971, p. 66), and may potentially alleviate hostility among persons of different …show more content…
According to Huggins (1985), “many colleges have written into a preprofessionalism that undermines the traditional concept of general and liberal education” (p. 335). In addition, Hare (n.d.), argues that the curriculums are “characterized by a “liberal arts” approach where students learned a little about a lot of things a lot about nothing” (p. 4). Huggins and Hare both critique the liberal arts being unprioritized due to the differences in career goals of the students, as well as education being unrelated to their
The ideology of students influenced the rationales significant for Black Studies today. These rationales include “the political need for turf and place, the psychological need for identity, and the academic need for recognition” (Huggins, 1985, p. 327). These demands occur continuously when traditional American universities offer courses that are insufficient or irrelevant to the black community and do not pertain to the ethnic identity of the students. Moreover, by understanding the growing multicultural diversity in our society today, the field Black Studies has expanded to persons of different backgrounds, ethnicities, and cultures, and is not limited to persons of African ancestry. Black studies provide “opportunities for whites to enrich their understanding of the black man and thus, perhaps, to help build more meaningful bridges of mutual respect and obligation” (Pentony, 1971, p. 66), and may potentially alleviate hostility among persons of different …show more content…
According to Huggins (1985), “many colleges have written into a preprofessionalism that undermines the traditional concept of general and liberal education” (p. 335). In addition, Hare (n.d.), argues that the curriculums are “characterized by a “liberal arts” approach where students learned a little about a lot of things a lot about nothing” (p. 4). Huggins and Hare both critique the liberal arts being unprioritized due to the differences in career goals of the students, as well as education being unrelated to their