A researcher ‘called’ to ‘taboo’ places?: a burgeoning research method in African‐centered education

This article presents a self‐reflexive analysis of the complexities of conducting Afrocentric education research while living with a ‘double consciousness.’ Having been ‘called’ to places that are considered to be ‘taboo’ the author takes readers on a journey that begins in his busy mind and ends in on the African continent in a ‘rabbit hole.’ Drawing on the ethnographic and Africalogical traditions, the author provides a much needed explanation of where Afrocentric education began and is headed, and how the method has advanced from being a ‘general’ attempt to increase pride and cultural awareness to a more focused attempt at cultural inculcation. As the journey ends, the author illustrates a very different and life‐changing cultural experience that gives him the ability to ‘see’ very clearly for the first time what it means to live from the cultural perspective of the ‘other.’