This article features in-depth interviews and ethnographic vignettes that explore collectivism, social cohesion, and Black educational leadership as a strategy to infuse liberatory practices in the educational process. The article examines how the social foundation of African-centered ethos of collectivism can shift how marginalized students approach and experience learning and socialization inside mainstream K-12 educational systems. Additionally, this article introduces a new theoretical concept entitled Ethno-Cultural Responsiveness. This theory explains how sub-culture groups socialize new members into their particular ideological and sub-cultural communities. This research demonstrates how African-centered leaders shape their schools through an ideological inquiry designed to challenge what they perceive as the cultural negation of African histories and understandings. Moreover, the leaders featured in this article use their public-facing political project (an African-centered institution) grounded in the politics of Black Nationalism and Pan Africanism to design and shape their institutional cultures to be responsive to people racialized in western counties as Black.

中文翻译：

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社区中的社区：集体主义、社会凝聚力和建设健康的黑人童年

本文以深入访谈和民族志小插曲为特色，探索集体主义、社会凝聚力和黑人教育领导作为在教育过程中注入解放实践的策略。本文探讨了以非洲为中心的集体主义精神的社会基础如何改变边缘化学生在主流 K-12 教育系统中处理和体验学习和社会化的方式。此外，本文还介绍了一个新的理论概念，名为“民族文化响应”。该理论解释了亚文化群体如何将新成员融入他们特定的意识形态和亚文化社区。这项研究展示了以非洲为中心的领导者如何通过旨在挑战他们认为是对非洲历史和理解的文化否定的意识形态调查来塑造他们的学校。此外，本文中的领导人利用他们以黑人民族主义和泛非主义政治为基础的面向公众的政治项目（一个以非洲为中心的机构）来设计和塑造他们的机构文化，以响应在西方国家被种族化为黑人的人们.