Author Description

African Centered Rites of Passage and Education was first published in 1996; originally, based on a master's thesis for Cultural Foundations of Education. African Centered Rites of Passage and Education sought to explore if there was a connection between education and rites of passage by examining the philosophical foundations that frame each concept, identifying the common outcomes, and understanding the implications of the practice. Twenty-five years after first being published, African Centered Rites of Passage and Education remains a "contemporary" call to action to rethink education by (1) understanding education's function and purpose; (2) centering the human being in the educative process; (3) structuring the education process in such fashion that it facilitates both the teacher and the pupil to access cultural heritage; and (4) establishing clear expectations for the teacher and the pupil for accountability. Furthermore, the last 25 years have also confirmed for research and practice that the rites of passage process is the universal process for human development and the rites of passage model are the universal framework in the world that accommodates/connects meaning and purpose to the humanity of the individual. As it pertains to people of African descent, be it social emotional learning, restorative practices, healing-centered engagement, and/or positive behavioral intervention strategies, the African-centered rites of passage model is essential to ensure that the previous mentioned frameworks are authentic and effective; ensuring that they [SEL, Restorative Practices, Trauma-informed, PBIS] do not become as Dr. Dena Simons warns, "white supremacy with a hug."