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Abstract

The purpose of this study is to develop a comprehensive curriculum guide for teaching Afro-Latino history, culture, and identity, with a particular emphasis on African influences, to students in grades 6-12 enrolled in Spanish and Portuguese foreign language classes in the United States. The curriculum is designed to integrate Afro-Latino contributions into the broader educational framework, ensuring meaningful representation within world language instruction. This study is driven by the need to recognize and make visible the Afro-Latino population, a historically marginalized group within world language education. Addressing this gap fosters diversity, inclusion, and equity in the curriculum, equipping students with the necessary knowledge to critically engage with cultural histories. The study aligns with educational standards and principles of decolonizing education by centering Afro-Latino voices, challenging stereotypes, and advocating for social justice. It encourages students to reflect on their own identities while appreciating the cultural diversity of others. A mixed-methods research approach was employed, incorporating both qualitative and quantitative methodologies. The qualitative component utilized phenomenology and ethnographic approaches, including interviews, discussions, videos, observations, and reflections. The quantitative aspect involved pre- and post-tests, project-based learning (PBL) rubrics, and Likert-scale questionnaires. Research phases included fieldwork in West African heritage sites (Nigeria, Benin, Ghana, Senegal) and historical Afro-Latino communities (Puerto Rico, Cuba, Mexico, Guatemala, Colombia, Ecuador, Peru, Brazil) conducted between 2010 and 2017. These experiences informed the development of the curriculum guide, which was further refined through the implementation of a four-week workshop in May 2022, involving 110 students (ages 14–17) across five classes. The study applied triangulation using tests, questionnaires, reflections, presentations, discussion questions, and interviews to assess the curriculum’s effectiveness. Findings from the workshop sessions demonstrated the curriculum’s impact in fostering a deeper understanding and proactive engagement with Afro-Latino heritage. Key themes that emerged included recognition of diversity, acknowledgment of Afro-Latino contributions, African cultural influences, socio-political struggles, personal identity connections, empathy, and a shift toward social action. These findings validate the curriculum’s role in transforming student perspectives and enhancing multicultural education. A key contribution of this study is the creation of an Afro-Latino curriculum guide, which provides structured lesson plans, activities, and an accompanying website, enriching both foreign language and cultural studies. By offering an inclusive, research-based framework for teaching Afro-Latino heritage, this study advances Afro-Latin Studies, world language education, and broader discussions on identity, history, and cultural representation.