Too often, American schools pour Eurocentric values into the minds of Black students through curricula, culture, and policies. Dr. Carter G. Woodson recognized the education system’s shortcomings in 1926 and created Negro History Week. One week of highlighting Black achievement evolved into Black History Month.
Next month, we commemorate 100 years of Black history celebrations, but more work is needed in our schools. Some Black students view their origins through a narrow lens—as slaves in America. They don’t have the knowledge of their African ancestor’s innovations in science, mathematics, technology and the arts.
African-centered education is the remedy to psychological illnesses among Black students.
I shared the previous sentence at the 2025 Annual Association of Black Psychologists’ (ABPsi) Conference’s Writing Bootcamp. A facilitator paired me with another participant who suggested replacing “illnesses” with “diseases” to counter notions of pathology in the Black community. I revised the sentence.
Later, I researched how Black psychologists perceived pathology. Utsey (2025) noted, “The racist practice of attributing pathology to the personality and behavior of Black people had come to represent the norm for the majority of professional journals in psychology” (p. 557). Akbar wrote, “Western psychology is a pathology-oriented psychology” (Akbar, 1996, p. 30). Recognizing the accuracy of my colleague’s critique and literature within the field of Black psychology, I accepted the decision made at the conference. But for emphasis, I reinserted “illnesses” to this essay.
Illness refers to a harmful condition affecting a person’s physical, mental, or spiritual health. Unlike disease, which typically refers to a specific medical condition or pathology, illness encompasses a broader array of health challenges that may not have roots in diagnosable disease.
Dzokoto et al. (2023) indicate that the perception of mental illness in the African diaspora is influenced by social, cultural, and historical factors. Their research found that southern Ghanaians with mental illnesses are often described as suffering from, “madness.” Similar to Blacks/Africans in America, stigmas influence decisions to seek help and therapeutic offerings.
Black psychologists consider how systematic oppression, combined with spiritual practices, impacts the behaviors and mental states of individuals and groups. Biology is one of the multiple factors responsible for the illnesses impacting Black lives.
Environmental challenges compounded with familial difficulties impact mental health. Pollution, violence, healthcare, education, the criminal justice system, and personal relationships influence psychology.
Lower self-beliefs and higher school suspension rates contribute to the decline of academic success among Black students.
Drs. Kmt G. Shockley and Kofi Lomotey’s edited text, African-Centered Education Theory and Practice, proposes that African-centered education “equips Black children with self-knowledge, using African-based ideals and instilling in them a sense of agency for the purpose of nation building” (p xxiii).
African-centered educational, physical, and spiritual resources can serve as remedies to illnesses.
After the ABPsi pre-conference’s writing bootcamp, I presented on my work with capoeira and the Umoja Community Education Foundation. I shared how capoeira’s music, movements, and history enhanced presentations for college students and the work environment for the foundation’s staff in Sacramento. Participants in the conference session received a demonstration, engaged in crucial conversations, and learned about the health, wellness, and activism benefits of practicing capoeira.
Drawing on data and experience, I argued that capoeira is an African-centered educational resource that can mediate the symptoms of illness affecting Black lives.
Nobles (2006) wrote, “The black dope pusher, pimp and killer are only symptomatic of Black people living in white insanity.” Convenings offer us the opportunity to analyze illness symptoms, build community, and present collective solutions. The Association of Black Psychologists is hosting its next annual conference, July 29 – August 1, 2026, in Baltimore, Maryland.
“This year’s theme, ‘The Illumination: Freeing the African Spirit!,” promises to be a transformative experience in African/Black Psychology- providing space for intellectual exchange, cultural celebration, spiritual renewal, and professional development” (ABPsi, 2026). Black psychologists, educators, social workers, and students will attend this event.
I plan to attend and generate further ideas to advance educational healing in our community. Will you join me? Submit your proposal and register at this link.
References:
Akbar, N. (1996). African metapsychology of human personality. In Daudi Ajani ya Azibo (Ed.), African Psychology in Historical Perspective (pp. 29-45). Africa World Press.
Dzokoto, V. A., Tutu, A. O., Kpobi, L., Banks, K. H., & Ryder, A. G. (2023). Representations of Mental Illness in a Ga Community in Southern Ghana.Journal of Black Psychology,49(4), 435-465.https://doi.org/10.1177/00957984231192141(Original work published 2023)
Nobles, W. W. (2006). Seeking the Sakhu: Foundational writings for an African psychology (Vol. 77). Third World Press.
Lomotey, K., & Shockley, K. G. (2020). African-centered education: Theory and practice. Myers Education Press.
Utsey, O. S. (2025). Reflections as Editor-in-Chief of JBP (2002-2008: The Fourth Editor of the Journal of Black Psychology. Journal of Black Psychology, 50 (5-6), 557-563
