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Africa in the 21st Century brings together some of the finest Pan African and Afrocentric intellectuals to discuss the possibilities of a new future where the continent claims its own agency in response to the economic, social, political, and cultural problems which are found in every nation

This essay is a contribution to Africology's discipline-building. It examines more particularly the importance of disciplinary language, stressing the need for clear language and consistent definitions. Of particular concern are terms like "African-centeredness" and "Africancentered" which have never been clearly defined although they are widely used. This clout, this essay argues, impedes discipline-building efforts by introducing and sustaining semantic and terminological incoherence.

As Temple University's Department of Africology celebrates the 30th anniversary of its doctoral program, the first of its kind, it is necessary to examine closely the vision and actions of the person, Molefi Kete Asante, who brought this doctoral program into existence. This close examination reveals that Asante's contributions to African American Studies have been both substantial and institutional, and by all accounts, quite significant. Although occurring simultaneously, these substantial and institutional contributions will be presented separately for the sake of conceptual clarity.

Although it came into existence 40 years ago, Black Studies is still referred to by many names today. This proliferation of labels attests that, indeed, the question of naming remains a sensitive one for Black Studies. However, and this is one of the main contentions of the present article, this unfinished naming process reflects a deeper and equally unsettled issue: that of self-definition. Most specifically, it is argued here that as long as Black Studies is primarily defined by subject matter, as it is the dominant practice, rather than by perspective, the naming of the discipline will remain a contentious and tricky affair.

Academic interest in homeschooling has increased over the last decade, as what was once perceived as a marginal development, has, in fact, turned into a significant and growing phenomenon. There has been, in recent years, a noticeable surge in African American involvement in the homeschooling movement as well. However, there continues to be a general paucity of research on the motivations of homeschooling Black parents. It is the purpose of this essay (a) to present empirical evidence regarding African American motivations for homeschooling; and (b) to explore in depth one of the main reasons why African Americans increasingly choose to educate their children at home, namely, African American discontent with the poor quality of the education available in American schools, both public and private. While discontent with the quality of education is also commonly cited by other ethnic groups, the African American definition of a satisfactory education stands out, as it is articulated within the context of a racially exclusive and discriminatory society, and often includes demands for cultural and historical relevance.

Academic interest in homeschooling has increased over the past decade, as what was once perceived as a marginal development has, in fact, turned into a significant and growing phenomenon. There has been, in recent years, a noticeable surge in African American involvement in the homeschooling movement as well. However, there continues to be a general paucity of research on the motivations of homeschooling Black parents. It is the purpose of this article, using an Afrocentric lens, (a) to explore one of the main reasons African Americans increasingly choose to educate their children at home, namely, their strong desire to protect their children from the ill effects of school-related racism; (b) to provide a historical and philosophical contextualization of the African American experience with racism in schools; and (c) to present empirical evidence regarding African American motivations for homeschooling.