For decades, Afrocentric education has been mentioned as a potential resolution to the many academic and social problems being faced by Black children in U.S. public schools, but, ironically, it has rarely if ever been defined and assessed within mainstream discourses. This article explicates some of historical developments and dimensions of constructs that appear within the literature on cultural reattachment Afrocentric education. Cultural reattachment is a process whereby people of African descent begin to adopt (wholly or partially) aspects of an African culture. Afrocentric education is defined as the adoption of Afrocentric ideology and cultural relevancy for use within classrooms. Proponents of cultural reattachment Afrocentric education advance important "cultural constructs" that they believe should be part of any effort to educate Black children. As a result, educationists (teachers, administrators, researchers) who are familiar with the constructs are armed with the necessary tools to advocate for a more authentic education for Black children.

This article discusses the perceptions of in-service teachers on racial and cultural bias. Teachers were enrolled in a master’s degree program centering on social justice, critical reflection, and the creation of democratic classrooms. The program incorporates arts integration, reflective practice, and work is done on deconstructing White privilege. There is evidence of transformation over the 2-year period—teachers enter the program denying connection to bias, a year later they are willing to consider that they are biased. By the time the program is over, they believe that they have surpassed society and wish to work toward deconstructing privilege.

This article explores the work of three university professors who are committed to issues of social justice and community building in a professional development master's degree program for practicing teachers. The program incorporates such traditions as arts integration, reflective practice, critical reflection, and teacher research as mechanisms to foster the transformation of teachers' “hidden inner curriculum.” Findings from an evaluation of the program include evidence of transformation by means of unveiling the hidden inner curriculum via identity development, voice experimentation, and perspective taking. Implications and suggestions for pre- and in-service teacher education include community building, individualization, and developing a sense of agency in teachers.

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