African Proverbs, Riddles, and Narratives as Pedagogy: African Deep Thought in Africana Studies

Abstract

Critical thinking is foundational in American higher education, and yet the approaches are largely grounded in European and Euro-American thought. It behooves Africana Studies, then, to develop an African-centered approach to critical thinking and related pedagogical approaches. This article argues for employing African proverbs (wise sayings), riddles (verbal puzzles), and narratives (stories) as culturally grounded and relevant pedagogical practices that promote African Deep Thought which is an African-centered approach to critical thinking. The objective of this article is to advance African proverbs, riddles, and narratives as viable African-centered approaches to critical thinking. Secondly, it enhances African proverbs, riddles, and narratives as culturally relevant pedagogy for grounding students of Africana studies in African cultural values. Lastly, the article contributes to the existing literature on decentering European and Euro-American centered approaches to education by diversifying basic assumptions, core concepts, and pedagogical approaches in higher education. The article presents observations and reflections on student responses to African proverbs, riddles, and narratives in two Africana Studies courses.