Short Communication Volume 1 Issue 2 - January 2024 Open Access J Educ & Lang Stud Copyright © All rights are reserved by Dr. Clarence George III Culturally Relevant Education; Reclamation & Power the Route of Ma’at: A Response to Anti-Blackness Dr. Clarence George III Assistant Professor, Ethnic Studies Department, College of SS&IS, Academic Affairs, California State University, Sacramento, USA Submission: December 24, 2023; Published: January 10, 2024 *Corresponding author: Dr. Clarence George III, Assistant Professor, Ethnic Studies Department, College of SS&IS, Academic Affairs, California State University, Sacramento, USA Several positive impacts of culturally relevant education can be observed in students, teachers, and the education system. Some of these impacts include: • Improved academic performance: Students who receive culturally relevant education are more engaged and motivated to learn, leading to better academic performance. They feel a sense of ownership and connection to the material, which helps them retain it better. • Increased engagement and motivation: Culturally relevant education allows students to see themselves and their cultural backgrounds reflected in the curriculum and classroom environment. This helps to increase their engagement and motivation in learning, as they feel more connected and invested in the material. • Improved academic performance: When students feel seen and valued in the classroom, they are more likely to have positive attitudes toward school and learning. This can lead to improved academic performance and achievement. • Development of cultural competency: Culturally relevant education helps to foster a greater understanding and appreciation of diverse cultures, perspectives, and experiences. This can lead to the development of cultural competency, which is an essential skill for success in an increasingly diverse world. • Reduction of biases and stereotypes: By incorporating diverse cultural perspectives into the curriculum, culturally Open Access J Educ & Lang Stud 1(2): OAJELS.MS.ID.555558 (2024) 001 Abstract The intersection of anthropology and African Centered Pedagogy is an opportunity to explore the connections and reflections of the field. African Centered Pedagogy is a discipline of study that aims to explore how cultural practices, beliefs, and values shape educational processes and outcomes in African communities. Anthropologists study the diverse cultural practices of African societies, including their traditional ways of transmitting knowledge and educating their youth, while African pedagogy seeks to understand the cultural and historical context of education in Africa and its relationship to experiences in African societies. Anthropology, as a discipline that studies humans and societies, provides a framework for understanding the diversity of cultural practices and how they can influence education in different contexts. African pedagogy, on the other hand, is concerned with developing a culturally relevant and responsive approach to education in Africa. This approach recognizes and incorporates African cultural knowledge, values, and practices into the educational process to enhance the relevance and effectiveness of education. George (2017) suggests that the intersection of anthropology and African pedagogy, therefore, seeks to explore how anthropological theories, methods, and concepts can be applied to understanding the cultural and social contexts of education for people of African descent. This involves examining the role of culture in shaping educational practices, the impact of colonialism and globalization on African education, and how African pedagogy can be used to promote a culturally responsive and relevant educational system. By the inclusion of these two fields of study, scholars and practitioners can develop a better understanding of the complexities and nuances of education in African societies and work towards creating educational systems that are more inclusive, culturally relevant, and empowering for African learners. Keywords: Reclamation; Anti-Blackness; anthropology; African Centered Pedagogy