CURRICULUM DEVELOPMENT

Capturing the principles of peace and non-violence in a bound compilation of lessons is a crucial project to be produced in the Institute. The curriculum's content must be pertinent, understandable, culturally acceptable, age-appropriate and also teachable. Because Africa is a huge continent, hosting an array of cultures, languages, political systems, and histories, the core curriculum will be tailored to meet the needs of a particular target area. Africa has its triumphs, heroes, icons, role models, values and principles that can be celebrated in a peace curriculum. The identities and core beliefs that are not perpendicular to progress have to be weighed and appropriately incorporated into a curriculum that is to have the planned effect. This is what ADF terms an African-centered peace curriculum.

The overall goal of the curriculum will be based on Martin Luther King’s principles of non-violence and the entire African American legacy. As Arnold Toynbee originally stated and Dr. King reiterated, “In a study of history, it will be the Negro who will give the new dynamic to western civilization that it so desperately needs to survive, because what the Negro can radiate to the world, comes from love, understanding, goodwill and nonviolence.”

The following outline describes the phases for going from the development of a core curriculum to a customized curriculum for a target area.

Phase 1:
Selecting and grouping boards of specialists and delegates in the areas of African studies, African-American studies, non-violence, peace, conflict-resolution, and public policy. This board would work with identified governmental and non-governmental partners, field workers, and private business supporters.

Phase 2:
Identification of peace curricula having a track record of success in settings that have been challenged by various forms of conflicts.

Phase 3:
Organization of select individuals and institutions for information gathering conferences in Africa , on the particular needs of various African nations, or communities for which the curriculum will be introduced. This material will be used to build a peace curriculum along with material gathered in Phase 2.

Phase 4:
Appraisal, adoption and ratification of the curriculum by officials of the individual African nations.

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