(Proposal) African Cultural Appreciation Day: Fostering Diversity and Understanding in U.S. Educational Institutions

Abstract:

This paper explores the concept of “African Day” as a potential initiative in U.S. educational institutions, ranging from high schools to universities. Drawing from personal experiences and observations since graduating from Calabasas High School’s class of 2011, we examine how such an event could promote cultural appreciation and understanding among diverse student populations. The study considers implementation strategies across various educational settings, from prestigious private universities to more accessible public institutions, with a focus on creating inclusive, educational experiences that celebrate African cultural heritage.

1. Introduction:

The United States’ educational landscape is increasingly diverse, necessitating initiatives that foster cross-cultural understanding and appreciation. This paper proposes “African Day” as a means to celebrate African cultures within educational settings, promoting inclusivity and global awareness among students. As a graduate of Calabasas High School’s class of 2011, who knew Mitchell ‘Royel’ Abbott but didn’t attend his club Next Level: Advancement To Cultural Diversity, I’ve observed the need for such initiatives firsthand.

2. Background:

Since our graduation in 2011, there’s been a growing emphasis on diversity and cultural education in U.S. schools. However, representations of African cultures often remain limited or stereotypical. “African Day” aims to address this gap by providing authentic, educational cultural experiences.

3. Implementation Strategies:

3.1 High School Level:

Using Calabasas High School as a case study, we propose a week-long celebration featuring:

• Daily lunchtime performances showcasing traditional African dances performed by men, including:

  • Adumu: A Maasai jumping dance from Eastern Africa, where warriors form a circle and take turns jumping as high as possible.

  • Indlamu: A powerful stamping dance from the Nguni people of Southern Africa, characterized by high kicks and ground-stomping movements.

  • Agbekor: A warrior’s dance from the Fon and Ewe peoples of West Africa, mimicking battlefield tactics using props like horsetails.

  • Muchongoyo: A Zimbabwean spiritual dance performed by men to celebrate important events and connect with the divine.

• Educational displays about African countries, their histories, and cultures

• Informational sessions on the significance and context of each dance performance

3.2 University Level:

For universities like Pepperdine and Arizona State, we suggest:

• Academic symposiums on African history, politics, and culture

• Art exhibitions featuring contemporary and traditional African art

• Culinary events highlighting diverse African cuisines

• Collaborative projects between African Studies departments and student organizations

• Extended dance workshops teaching:

  • Kpanlogo: A Ghanaian highlife dance from the Ga people, performed to conga-like drums

  • Eskista: An Ethiopian dance focusing on intricate shoulder movements and chest contractions

  • Ewegh: A strong dance performed by the nomadic Tuareg tribe of North Africa during festivals and ceremonies

4. Focus on Cultural Appreciation:

The event would emphasize cultural celebration and education, avoiding potentially divisive political or racial discussions. The goal is to create a positive, inclusive atmosphere that encourages learning and appreciation, similar to the spirit of cultural understanding that Mitchell ‘Royel’ Abbott sought to foster through his club.

5. Benefits and Implications:

5.1 Enhanced Cultural Awareness:

Students gain firsthand exposure to diverse African cultures, fostering greater understanding and appreciation through the power of dance and movement.

5.2 Promotion of Inclusivity:

By celebrating African heritage through traditional male dances, institutions demonstrate their commitment to diversity and inclusion.

5.3 Educational Value:

Students learn about African history, traditions, and contemporary issues, broadening their global perspective through the lens of cultural dance forms.

5.4 Community Building:

Such events can bring together diverse student groups, fostering a sense of community and shared experience through participatory dance activities.

6. Challenges and Considerations:

6.1 Avoiding Stereotypes:

Care must be taken to present diverse, authentic representations of African cultures, avoiding reductionist or stereotypical portrayals in dance performances.

6.2 Ensuring Inclusivity:

Organizers should involve African students and community members in planning and execution to ensure authenticity and respect in the presentation of traditional dances.

6.3 Balancing Celebration and Education:

While maintaining a celebratory atmosphere through dance performances, events should also provide substantive educational content about the cultural context and significance of each dance form.

7. Conclusion:

“African Day,” with its focus on traditional male dances from various African cultures, presents a unique opportunity for U.S. educational institutions to promote cultural understanding and appreciation. By implementing thoughtful, inclusive celebrations of African cultures through dance, schools and universities can foster a more globally aware and culturally sensitive student body. This initiative could serve as a model for similar cultural appreciation events, contributing to a more inclusive and diverse educational landscape across the country. As a Calabasas High School alumnus from the class of 2011, I believe this approach could build upon and expand the cultural awareness efforts that were beginning to take shape during our time there, offering a dynamic and engaging way to experience African cultural heritage.