This article examines the partnership between a teacher and teacher educator disrupting a colonized early childhood curriculum that fosters a dominance of whiteness by replacing it with the beauty and brilliance of Blackness. We explore the following research question: “What are the affordances of teaching from an Afrocentric stance in a first-grade classroom?” We employ Afrocentrism, which includes African cultural principles as the paradigm, and our theoretical lenses are Critical Race Theory and Black Critical Theory. Our Sankofa methodology revealed that African Diaspora literacies fostered (a) positive racial and gender identities, (b) community, and (c) positive linguistic identities in the work to help children to love themselves, their histories, and their peoples. We close with implications.

中文翻译：

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“喂，黑子。你知道你是谁吗？” 利用非洲侨民扫盲使幼儿教育中的黑人人性化

本文考察了教师和教师教育家之间的合作关系，他们破坏了殖民化的早期儿童课程，通过用黑色的美丽和光彩取而代之，培养了白人的主导地位。我们探讨了以下研究问题：“在一年级课堂中，以非洲为中心的立场进行教学的启示是什么？” 我们采用以非洲文化原则为范式的非洲中心主义，我们的理论视角是批判种族理论和黑人批判理论。我们的 Sankofa 方法表明，非洲侨民的读写能力在帮助儿童爱自己、爱他们的历史和他们的人民的工作中培养了 (a) 积极的种族和性别认同、(b) 社区和 (c) 积极的语言认同。我们以含义结束。