They Came before Columbus: The African Presence in Ancient America

Davis, Ronald W.; Sertima, Ivan Van

doi:10.2307/217071

Cited by 27 publications

(9 citation statements)

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“…Liliana then makes the connection to Afro Latino identity and indigenous traditions to make connections to Spanish lessons. Inspired by the book, They Came Before Columbus (Sertima, 2003), lessons explore navigation routes from Africa, before European exploration, the history of the Olmecs in the Latin American region, and the Maroon Communities and other rebellions in Guadeloupe, Martinique, and Saint-Domingue as evidence of resistance to enslavement.…”

Section: Vignette Two: Lilianamentioning

confidence: 99%

Black Lives Matter at School: Using the 13 Guiding Principles as Critical Race Pedagogies for Black Citizenship Education

Mathews

Jones

2023

The Journal of Social Studies Research

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Traditional notions of civic education often introduce privilege and reproduce Eurocentric notions of citizenship. Proponents of cultural citizenship champion Black cultural knowledge, and critical race pedagogies to help marginalized individuals, including students of color, actualize their agentic selves. This manuscript presents three vignettes to demonstrate how teachers implemented the Black Lives Matter at School’s 13 Guiding Principles to develop Black cultural citizenship with students. Three salient aspects emerged: (1) the need for students to be active contributors in the current movement for Black liberation; (2) a call to support students unlearning and relearning Black history; and (3) instruction that provides opportunities for students to recognize and challenge systems of oppression.

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Section: Vignette Two: Lilianamentioning

confidence: 99%

Black Lives Matter at School: Using the 13 Guiding Principles as Critical Race Pedagogies for Black Citizenship Education

Mathews

Jones

2023

The Journal of Social Studies Research

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“…In Kenya, a team of American scientists found the African Stonehenge, a megalithic astrological observatory dating from around 300 BCE, on the outskirts of Lake Turkana (Van Sertima, 1983). They also found that the "Modern Cushites had a calendar based on the rising of certain stars and constellations" (Van Sertima, 1983, p. 10).…”

Section: Astronomy and Astrologymentioning

confidence: 99%

“…According to the researchers who unearthed it, "It was used as a linear calendar" (Van Sertima, 1983, p. 14). The ancient Yorubas (in present-day Nigeria) also developed a numeration system (Van Sertima, 1983;Zaslaysky, 1973). The mathematician Conant calls the Yoruba system "The most peculiar number scale in existence" (Van Sertima, 1983, p. 15) because it is "A system based on twenty" and relied on "Subtraction to a very high degree"-something regarded as an "Unusual feature" requiring advance mathematical acumen (Van Sertima, 1983, p. 15).…”

Section: Athem Ati Csmentioning

confidence: 99%

“…Furthermore, during the Spanish Inquisition, being caught studying mathematics was punished by death. Van Sertima (1983) quotes Zaslaysky (1973) as saying that "Mathematics was looked upon with fear in Europe because of the magical use of numbers" (p. 14). Magic may vary from inadequate understanding or knowledge deficiencies (inability to comprehend the workings of a phenomenon) to outright ignorance.…”

Section: African Magicmentioning

confidence: 99%

“…Europe's domination of the press fuelled myths that marginalized Africans (see Amuzu, 2022a). Guided by history, Van Sertima (1983) proclaims that "African science does not have to apologize for its apparent paucity for enough has already been discovered in a short time to make it quite clear that a great deal still remains to be brought to life" (p. 6). African science is a body of systematic knowledge that has what Chimakonam (2012) calls "Mmeputa Isiokwu or the articulation of research problem through this, its research sojourns towards a systematized knowledge" (p. 76).…”

Section: African Sciencementioning

confidence: 99%

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“African magic” or “African science”: Issues of technology in African higher education

Amuzu

2023

Brit J Educational Tech

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African ideas, science, technology, scholarship and worldviews have been disproportionately displaced and marginalized in relevant global dialogues. In academic circles, African methods of knowing have been questioned, undervalued, mocked, misconstrued, and disregarded, causing apprehension. These negative attitudes are internalized via the educational system, stifling agency and conditioning African learners to rely on technology from outside sources, resulting in the exteriorization of innovation and creativity. African inventiveness becomes “African magic” with no real desire to interrogate, explain, or grasp its basic mechanics. This article contends that technology and creative imaginations exist in African societies. The task, however, remains the exploration and integration of African knowledge systems into higher education. The study aims to demonstrate how the interaction of two components of traditional African education—a sense of community and informal learning—could assist in the embrace, facilitation, and mainstreaming of marginalized African technologies. Although the paper may appear eclectic, it is intended to conscientiously push the paradigm that technology has been integral to African education. Regardless of Africa's technical challenges, salvation does not lie in excessive external reliance but rather in investing and building on Indigenous African knowledges/practices in order to establish an African technological identity. Practitioner notesWhat is already known about this topic: African dependency on foreign technology. Lack of interest in African science and technology. Lack of African technological identity. Low technology penetration in African higher education. What this paper adds: The need to explore African science and technology. Mind‐set change towards African science and technology. Mainstreaming African achievements in science and technology. Implications for practice and/or policy: Indigenization of science and technology. Indigenous empowerment. Exploring alternate ways of knowing. Changing perspectives on science and technology.

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A Concise Companion to American Studies

Rowe¹

2010

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They Came before Columbus: The African Presence in Ancient America

Cited by 27 publications

References 0 publications

Black Lives Matter at School: Using the 13 Guiding Principles as Critical Race Pedagogies for Black Citizenship Education

Black Lives Matter at School: Using the 13 Guiding Principles as Critical Race Pedagogies for Black Citizenship Education

“African magic” or “African science”: Issues of technology in African higher education

A Concise Companion to American Studies

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