ABSTRACT
In this volume we have presented an Afrocentric culturally informed praxis for recovering history through a process of “re-membering.” This process produces democratized knowledge that more fully represents the past-knowledge that can replace the standard social studies content still used in schools across our nation. Even after decades of critique and assistance from well-known scholars in multicultural and culturally responsive education, corporate publishers of social studies materials have not changed the grand narratives that frame curricula and instructional materials, and these narratives have been further enshrined in state standards and high stakes tests. It is these grand narratives-and the master scripts that teach them-that obstruct critical dialogues with the past and therefore the present; and in the absence of such dialogues, a hierarchy of human worth is perpetuated in educational policies and practices that maintains euro-epistemic dominance.
