Djehuti Ma'athematics, LTD was founded by Dr. Kwame Anu Anthony Scott, an Educator, Mathematician and former High School Principal.
Dr. Kwame Anu Anthony Scott is a proponent of Mathematics as a vehicle for problem solving for individuals, groups, communities, etc. He is a Consultant, introducing Mathematics based Logic and Problem Solving Programs / Curricula to Students K-12, from an Afro-Cultural Perspective.
The Program Implementation has truly amazing results!
References available upon request.
What is an African Centered Curriculum?
• Academic excellence, cultural relevance and character development (Lee 1992)
• Rooted in the concepts of Ma’at
• Developed through the principles of Nguzo Saba
• Children are taught to use their gifts and talents to uplift the community and family and strive toward excellence
NEW BOOK :
BUILDING A CONDUCIVE SCHOOL ENVIRONMENT FOR THE EDUCATION OF BLACK CHILDREN
Is a body of work developed from Dr. Scott's Doctoral Thesis / Research.His Thesis/ Research is the foundation upon which this very informative Educator's Guide was built.
U.S. traditional, educational approaches have failed to reach, activate and stimulate the minds of many of our black children. As Black educators we must equipt our future with the tools they will need to qualify, compete and take leadership within a new world order. Without such an approach our children, we as a people, are doomed. We will have no one to blame but we ourselves. This work is a must read for particularly black educators who understand that a significant number of our youth are failing by design.
Please contact us, and we will forward updates, news and information regarding the release of Dr. Scott's book(s).
I am the North Central Regional Director of The Benjamin Banneker Association. I have 11 states that I am responsible for. The goals of the organization shall be (a) to serve as advocate for the educational and professional needs of its member, (b) to serve as advocate for the educational and developmental needs of African-American children, and (c) for provide educational solutions and policy alternatives to the educational issues which affect the participation and success of African-American children in mathematics learning.
To find out more about the organization the link to the Benjamin Banneker Association, INC (BBA) is bbamath.org
You can reach me at firstname.lastname@example.org
My name is Kwame Anthony Scott. I am the North Central regional Director for the Benjamin Banneker Association (BBA). I am also the liaison to the Educational Policy Committee. This committee is one of twelve committees that are designed to serve as advocate for the educational and professional needs of its members and children of African ancestry.
This committee was charged with writing a position statement for Social Justice including the usage of Equity. Social justice is not a new aspect in the educational milieu, but we needed to give social justice a definition that is pertinent to the work we have to do.
People of African Ancestry have a unique history. For hundreds of years our beliefs were communal and our acts were corporate. "Our indigenous practices were distorted after centuries of slavery, Jim Crow segregation, racist terror, and institutional exclusion.” (Woodson, 1933). Consequently, we need a process to identify, examine, diagnose, discuss, and determine solutions to those political, economic and social conditions that have an adverse effect on our lifestyles as a people. We call the name of this process Social Justice.
The challenge for educators is making the content relevant while keeping the students engaged in the classroom activities for learning the concepts, skills and application of mathematics that is presented in the school’s mathematics curriculum. So, we wrote the position paper to encourage teaching and learning of mathematics while the teacher and students place the content within the context of the family, community, history and culture of the children of African ancestry.
Below is our one pager for writing the position paper of Social Justice.
Too many teachers are missing or are unaware of the opportunities to develop and implement social issues of political, economic and social conditions as mathematical application to engage the students in their lesson’s activities. These applications would be used in mathematics to achieve change in positive ways for the students’ communities. These opportunities would provide the ability to teach mathematics content using context that resonate with the students and appeal to their interests. Consequently, we need a process to identify, examine, diagnose, discuss, and determine solutions to those structural conditions. We call this process Social Justice.
For equity and access, which are buzz words in educations, as it concerns the schooling process in the United States school systems, there is little or no equity to speak of. Schooling, by design, is a process that is intended to propagate and continue the society’s power relations and the established structures that upkeep those arrangements. Those in power work to legitimize the school system as it stands, and write reports describing the failure of the educational system vis-à-vis people of African ancestry. The problem is created by them and supposedly solutions are also provided by them.
To move into the direction of Social Justice as defined by Benjamin Banneker Association, the educator must be mindful of the historical and persistent economic, social and political context of the educational system he or she is engaged in. Given these circumstances surrounding the education of children of African ancestry, creating and developing a core belief with the aspect of social justice should be embedded within the classroom lesson activities. The curriculum for social justice would have the following elements of Self Love, Respect, Issues of Social injustice and Awareness raising and Social action.
When students are taught mathematics through the thoughtful implementation of a social justice curriculum, they have learned not only mathematics concepts and skills, but more importantly they recognize the legacy of achievement and responsibility that has been passed on to them. A social justice curriculum in mathematics will enrich the teaching and learning of all students by showing them how the subject is applied critically in solving real life issues.
If you have any questions or concerns, please email me at email@example.com.