Introduction When many people, especially white people, hear the word “Afrocentricity,” they feel threatened, nervous, or both. Well, they shouldn't. The overrepresentation of black children in official data on school exclusion has sparked anxiety in black parents and their communities and fueled media and academic scrutiny. Afrocentric education is a way to smoothly enhance the teaching of African American children and as a way to center children in their own historical experiences. Since the primary mode of education and the basic structure of the curriculum are Eurocentric, we never had the chance to lose focus of white children. An Afrocentric curriculum must be refined before a common multicultural curriculum can be set up. If there is no organic presentation of the scope and sequence of information about the African American, then there can be no multicultural project since most Americans, including African Americans, are woefully misinformed about the African American experience. We can afford to continue to promote the idea that African Americans who ask for an Afrocentric curriculum to be incorporated into the general curriculum. It is a resourceful path not only for African Americans but for all the children of this society who count on us to give them the right tools to live in this global village. Afrocentricity is not a limited vision. The Afrocentric vision does not seek any valorization of African centrality above any other perspective on the facts. It is human-centered in the sense that no one should be deprived of their heritage or background. Normally, the only people who are asked to do this are those who hold no physical or psychological power. Ethnocentric views valorize the middle of the paper as a major factor in the underachievement and disaffection of black pupils. A further refinement of the integrationist model has emerged as cultural pluralism – an essential part of a pluralistic model of society. The fundamental characteristic of pluralism is that groups are not hierarchically ranked within society but are relatively equal in terms of power, or at least no group is so powerful that it can dominate others. The nature of the Afrocentric approach to education has several components that are appreciated and valued to support harmonious coexistence and overall development. Works Cited Amy Otis–Wilborn, Darrell Terrell, Catherine Hnat, Linda L. Lemmen, and Malvice Jefferson. A Multicultural Curriculum for Middle School Students: The Harlem Renaissance Perspective (featured in the December 1999 issue of MultiCultural Review) http://thechalkboard.com/NewUse/Harlem.html