Curriculum

Mental Decolonization Is Not Elective

Adopt a rigorous, action-oriented program that restores agency, repairs identity, and equips learners across the Caribbean, Africa, and the diaspora to analyze power and build practical solutions.

Built on the CRDEA Mental Decolonization Curriculum and Facilitator Guide. Localize to your country or district.

1) Why now

Political independence did not rewire colonial curricula. Many systems still center Europe as default and render African and Caribbean achievement marginal. The result is internalized inferiority, historical amnesia, and constrained aspiration.

Mental decolonization counters at the root. It treats identity, history, and power as core content. It connects scholarship to production. Learners read, debate, design, and publish artifacts that move beyond critique into institution-building.

High-leverage outcomes
  • Critical reading and media literacy
  • Confident identity formation
  • Civic efficacy and policy fluency
  • Entrepreneurial intent and cooperative practice
  • Transfer from theory to projects with public impact

2) What adoption means

Defined outcomes

Build critical consciousness. Understand major African and diaspora thinkers. Apply decolonial analysis to education, media, economics, and governance.

Scope and sequence

Modular units for schools and a 14-week intensive for teens. Weekly prompts, activities, and culminating projects ensure momentum.

Facilitator method

Dialogue over lecture. Safe space protocols. Multimodal output. Consistent reflection. Practical rubrics for quality.

3) Age-appropriate pathways

Ages 6–12

  • Belonging, maps, languages, proverbs
  • Biographies that normalize African excellence
  • Storytelling, music, and visual timelines

Ages 12–14

  • Source criticism and media analysis
  • Trade, technology, migration in African contexts
  • Short projects that rewrite biased passages

Ages 14–18

  • 14-week intensive, four hours weekly
  • Seminar, workshop, and production blocks
  • Capstone with public presentation

4) Core modules

Thinkers and frames

  • Marcus Garvey: cooperative ownership and logistics
  • Carter G. Woodson: education for liberation
  • Malcolm X: disciplined inquiry and debate
  • James Baldwin: truth-telling and public voice
  • Walter Rodney: political economy and development

Application labs

  • Media literacy and narrative design
  • Language, expression, and audience
  • Economics and cooperative enterprise
  • Policy simulation and regional integration
  • Capstone: film, essay, mural, or venture pitch

5) Pedagogy that changes habits of mind

Dialogue first

Prompt, probe, synthesize. Students practice argument and comparison over recall.

Past to present

Each reading anchors a current dilemma. Each session ends with an action step.

Many modes

Debate, poetry, zines, murals, simulations. Thought becomes public artifacts.

6) Assessment that honors growth

Core anchors

  • Participation and dialogue quality
  • Weekly reflection journals
  • Final creative or research project

System measures

  • Pre/post historical and media literacy
  • Civic efficacy and identity indices
  • Entrepreneurial intent signals

7) Addressing objections

“This is political.”

It is civic and scholarly. Students study primary texts and practice structured debate. The outcome is reasoning, not indoctrination.

“No timetable space.”

Use 45–90 minute modules across subjects. Run weekend intensives at community sites. Start with a 14-week teen cohort.

“We lack trained teachers.”

The Facilitator Guide is a force multiplier. Pair short in-service training with mentorship.

“It will be expensive.”

Materials are simple. Leverage libraries and broadcasters. Partner with incubators for enterprise labs.

8) Implementation roadmap

Phase 1: Policy and adaptation

  • Endorse mental decolonization as a cross-cutting competency
  • Localize content with national figures and histories
  • Approve CRDEA framework and pacing

Phase 2: Training and pilots

  • Five-day facilitator institute
  • Pilots in urban and rural schools plus two community sites per region
  • Collect baseline data

Phase 3: Evaluation

  • Pre/post instruments and capstone audits
  • Public showcases to build support
  • Refine modules via debriefs

Phase 4: Scale and sustain

  • Embed in required courses
  • Certify facilitators with universities
  • Open repository of localized lessons and projects

9) Diaspora advantage

Diaspora hubs can move fast. Saturday schools, libraries, and youth clubs in London, Toronto, New York, Miami, Paris, Amsterdam, and Johannesburg can run the 14-week intensive with local mentors. Cohorts can share debates and zines across cities to practice transnational collaboration.

10) Five-year outcomes

Curriculum shift
3+

Grade bands with integrated modules and an accredited teen intensive.

Teacher capacity
100+

Certified facilitators with annual refreshers and peer observation cycles.

Public output
1k+

Capstones in a public repository, plus exhibitions and policy submissions.

Downloads

CRDEA Mental Decolonization Curriculum

Week-by-week arc, readings, activities, and assessments. Ready to localize.

Download PDF Free to use with attribution

Facilitator Guide

Dialogue methods, safe-space protocols, pacing tips, and rubrics.

Download PDF Train-the-trainer
Note: Upload both PDFs to /assets/docs/ and keep file names exact or update the links above.

Get involved

Ministries and districts

Adopt the framework. Fund pilots. Certify facilitators. Publish outcomes annually.

Contact CRDEA

Diaspora organizations

Host a Saturday cohort at your library or community center. Pair mentors with teens.

Host a Cohort

Parents and teens

Ask schools to integrate modules. Enroll in the 14-week intensive. Attend showcases.

See Updates