From an African-centered perspective it has been observed that in Western-oriented societies, schooling is used as a site for inculcating values and beliefs antithetical to the well-being of African children. In this way, African energies and resources are more easily controlled to accommodate European interests. As bearers of culture, African mothers have herstorically provided the unrecognized leadership toward resisting this condition and therefore European domination. How are these mothers able to see outside Europe's debased construction of Africa and her people? This question raises issues around the ability of African people, particularly European trained educators, to critique the dominant culture's impact on their own intellectual development and, therefore, their allegiance to African people.
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