As Black and African Studies programs emerged in the early 1970's, the question of who has the right and responsibility to determine course content and curriculum also emerged. In 1972, Dr. Ben's critique on this subject was published as Cultural Genocide in The Black and African Studies Curriculum. It has been republished several times since then and its topic has remained timely and unresolved.

The second book in a 3 volume set, this is a companion volume to African Origins of the Major Western Religions and The Need for a Black Bible. An invaluable resource for anyone seeking to gain a better understanding of belief systems in the Western world.

In Black Seminarians, Dr. Ben outlines sources of Black theology before Judaism, Christianity, and Islam, showing how their ideas, practices, and concepts were already old in Africa before Europe was born.

Dr. Ben destroys the myth of a "white Jewish race" and the bigotry that has denied the existence of an African Jewish culture. He establishes the legitimacy of contemporary Black Jewish culture in Africa and the diaspora and predates its origin before ancient Nile Valley civilizations.

Few of Dr. Ben's books are written with co-authors. The Black Man's North and East Africa is an exception. Written with one of his early colleagues, George E. Simmonds, this work attacks the racist manipulation of African and Black history by 'educators' and 'authorities on Africa'. Defenders of the Africans' right to tell their own story, the authors insist that Black people must take responsibility for their own history, "Until African (Black) people are willing, and do write their own experience, past, and present, we will continue being slaves, mentally, physically, and spiritually, to Caucasian and Semitic racism and religious bigotry."

Connecting cultures to educational settings is an essential component of critical pedagogy. This book addresses many of the key issues and challenges in decolonizing the African school curriculum. It highlights important philosophical arguments on the challenges and possibilities of achieving these goals in a meaningful manner. Topics covered in the book include: operationalizing the key terms of “inclusion” and “curriculum” strategies for Africanizing the school curriculum, and the implications of local knowledge for schooling reform This book also raises a variety of key questions: how do we frame an inclusive anti-colonial African future and what is the nature of the work required to collectively arrive at that future? what education are learners of today going to receive and how will they apply it to their schooling and work lives? how do we re-fashion our work as African educators and learners to create more relevant understandings of what it means to be human? how do we challenge colonizing and imperializing relations of the academy? What are the possibilities and limits of counter-visions of education? how do we make school curricula inclusive through teaching, research and graduate training in questions of Indigeneity and multi-centric ways of knowing? The book identifies specific areas of an “inclusive/decolonized curriculum agenda” through educational programming and reform. It is essential reading to any student or teacher concerned about understanding the many facets of an African school curriculum. Perfect for courses such as: Principles of Anti-Racism Education | Anti-Colonial Thought: Pedagogical Implications | Indigenous Knowledge and Decolonization: Pedagogical Implications | Modernization, Development and Education in African Contexts | African Systems of Thought | Introduction to African Studies

An analysis of the ties between culture and every aspect of African life, using Africa's past to explain present situations. This book focuses on the modern cultures of Africa, from the consequences of the imposition of Western rule to the current struggles to define national identities in the context of neo-liberal economic policies and globalization.The book argues that it is against the backdrop of foreign influences that Africa has defined for itself notions of identity and development. African cultures have been evolving in response to change, and in other ways solidly rooted in a shared past. The book successfully deconstructs the last one hundred and fifty years of cultures that have been disrupted, replaced, and resurrected. The Power of African Cultures challenges many preconceived notions, such as male dominance and female submission, the supposed unity of ethnic groups, and contemporary Western stereotypes of Africans. It also shows the dynamism of African cultures to adapt to foreign imposition: even as colonial rule forced the adoption of foreign institutions and cultures, African cultures appropriated these elements. Traditions were reworked, symbols redefined, and the past situated in contemporary problems in order to accommodate the modern era. Toyin Falola is a Fellow of the Nigerian Academy of Letters and Fellow of the Historical Society of Nigeria. He is the recipient of the 2006 Cheikh Anta Diop Award for Exemplary Scholarship in AfricanStudies, and the 2008 Quintessence Award by the Africa Writers Endowment. He holds an honorary doctorate from Monmouth University and he is University Distinguished Teaching Professor at the University of Texas at Austin where heis also the Jacob and Frances Sanger Mossiker Chair in the Humanities. His books include Nationalism and African Intellectuals and Violence in Nigeria, both from the University of Rochester Press.