Know Your Roots Assemblage LLC. is a community based organization, providing value, empowerment, and education of self, to other. Through cultural competency, also known as cultural awarness, financial literacy, and transformative psychology, we at K.Y.R.A have created ‘The K.Y.R.A Curriculum’, a cultural competency curriculum and framework that interrogates past historical misinformations, while increasing students ability for social engagement and inner engineering for higher success. Here we have created a pedagogy designed from the reconstruction of ones own false identity, and into a more positive self-identity, to establish psychological development and personal astuteness in student and educator. By serving to inspire the promotion of health, healing, and wholeness, K.Y.R.A builds economies, communities, and individuals, to a greater community consciousness and standard of humanity. 
Africana Studies: Establishing Financial Literacy 
The Cultural Competency aspect of our curriculum must be vast. It must explore all diverse cultures of the world in the midst of expressing the nuances of social development, political emancipation, and the inclusion of the first of all cultures most of all, African culture. It was not long ago, around 3.5 million years ago, when the first of our hominid species existed. A completely different reality than our own, yet the truth still remained, our origins were found in Africa, Ethiopia to be exact. Appreciating this truth and the places in whence we came, we as humans better our anthropological position and are more likely suited to forge ahead in a better humanity and collective direction. In our culturally diverse curriculum, students and teachers alike, establish a sense of self, and other, by understanding the cultures, creations, and the connectivity that make up humanity, and that are embedded in our human origins, and collective conscious. In this methodology, the political and social endeavors are most needed with the racial, prejudicial, and superficial prerogatives of our society today, yet are also layered by a more economic endeavor as well, having that most “Black and Brown” (African American, African, Latino, Latina, Native America, Indigenous, Asian) peoples are unaware of the financial matters that form wealth creation. This is at a hinderance to us, for as we grow in our economic aptitude, we become the assets to our communities, and ourselves, that we often look for in other people, realizing how long ago we could’ve done this ourselves.

Transformational Psychology
 Transforming the way students think and behave by providing awareness & strategies that help students understand why they act and respond to things in their everyday environments. Moreover, so that they develop a deeper understanding of self discipline and consciousness.
Community Health 

In development: Understanding how the conditions in which we live, learn, work, and play affect the health and well-being of self, our families, and our communities (Social Determinants of Health). Through individual, interpersonal, and community focused health promotion programming, we intend to improve the lives of the students we work with. Accordingly, the knowledge, attitudes, beliefs, and behaviors of those we serve will be enhanced.

Mission Objective
To overcome the middle and high school dropout rates with solutions oriented around a comprehensive curriculum, built with students in mind, and higher achievement at the forefront.  To establish the sense of self-identity that is had when a person that looks like you, within the same cultural context, is being taught extensively about in school, and/or the educator themselves are that culture. We hope that the implementation of this educational curriculum in schools, will make it more likely that teachers of diverse backgrounds feel supported enough to join these teaching cohorts, that are incorporating yet not always inclusive. These produce, in themselves, higher test scores, more attentiveness in the classroom, and a greater idea of self only found in finishing high school, learning the greater historical features of one’s history, and having a teacher everyday that looks like you. To enhance, or improve, the health disparities, wealth gaps, and achievement gap we find in diverse communities, we hope to implement community health in the midst of the cultural, psychological, and financial practices we teach.
The Greater Work / The Reality We Hope To Pave
In the United States today over one million high school students will drop-out this year. Some explicitly through a lack of attendance and zero effort, and others implicitly through ambled presence and passive effort. Further, students are constantly bombarded with stories and histories taught in schools that no longer reflect the diversity of the student population, or the society in which we live, leading to less participation and often less engagement from students. Finally, many students are taught more about specific subjects in school than they are about the importance of knowledge of self, self-awareness, and real world matters like financial literacy, leading to unresolved feelings of low self-esteem, low self-image, and low self-determination amongst students, which can often lead to anguish, and uninvolved students. What do we do?These manifest in many different ways, yet to end them, they must be understood. 
To overcome passive attendance and dropout rates, an inclusive curriculum must be built, with physical and virtual components, that keep students in mind. 
To establish a sense of self-identity, self-determination, and self-esteem, educational outreach initiatives and cultural competency curriculums that go beyond the status quo of Western specific history, and more diversely dominant, in terms of cultures often taught at the margins, must be introduced as an intrinsic part of a school system, combining Eurocentric history with Africana Studies, and Latino/a cultures, that perpetuate genuine inquiry into anthropology and cultural sophistication. Lastly, to enhance, the mental health, and emotional stability of students, pathologies that threaten life expectancy, health, and economic security must be had by school leaders, educators, as well as students, with dialogue that brings people in, and allows experiences to be heard. Implicit classes on financial literacy, community development, and sociological awareness also solve the root causes of many of these things, in a way that is comprehensive and healing. Truth and reconciliation is the process of creating dialogue around issues that once plagued us, if we are to solve the social and personal tensions we find ourselves in, this is the start. 


’Testimonials on the efficacy and effectiveness of this coursework’

Ms. Perterkin speaking on her daughter Joyceland 
“It tapped into a pride, and she still uses her notebook, she has her Africana Studies Notebook, not just during Black History Month, and she uses it. She uses her notebook still, she just wants to be prepared. She’s got it organized, and she’ll bring it to me and we’ll look at it together. It sparked an interest.
It was just the overall package, because it was not anything that when I was growing up that we learned. You might learn about certain people during Black History Month, but it was just all encompassing, just about total culture, not necessarily one fact. It’s just all the information that she was getting on a weekly basis compared to when I grew up, you might just get in February, and maybe at one assembly.
She tapped into some of her history that sparked, ignited, something in her, so now she sees things a little bit different(ly). She’s aware of other things, other things that are going on in the world, on the news, in the neighborhood.”
Joyceland (3rd Grader)
“It made my worth feel different, It taught me how to carry myself, that everybody is perfect the way they are.
I remember in class we learned that Black people weren’t allowed to do the certain things that people can do today, so I think just learning about them, made me feel inspired to be like the(m)”
Mr. Obenkwa speaking on his daughter Keliese 
“…Honestly, Me being from Ghana we been learned about Marcus Garvey, When I was looking for a place for her to go to school I was about to go put her in a Catholic School, and then I Found Out About The Garvey School, and then it was like why not this. If she’s proud of knowing that we have achieved great things, and knowing our history, she’s more empowered to do more. Life is an even playing field, they just don’t want you to show who you are because they know you can do more than them. Of course that’s important to me, I definitely want her to be more understanding of who she is, where she comes from
It was a lot, she would come home and say oh do you know so and so black person did this? I didn’t know that person did that, I didn’t know that, but even her knowing that, I felt like that’s what I wanted, because I don’t know everything, I want her to be way better than me at that age, way before. I want the best version of me to be that, so I want her to learn all the things that I don’t know.
Her being empowered to know the things that she’s learning, sometimes I know the things that we have done and it enamors me, and I think for her now that she knows that at this age, I see it in her eyes she wants to do different things, and that’s what I want, that’s what I’ve learned from that experience of her being here, she sees that ‘I can do it’, ‘I can achieve that’, ‘this one did’, because at the end of the day Africana studies is trying to get them in tune with their powers of being”
Keliese (3rd Grader)
“The flag symbols (African Flags and Their Color Meaning), green was for vegetation, red was for freedom and the blood of fallen comrades
It made me feel more into my past and it made me learn more, and it made me feel more powerful than I was
Because if I know my past, I can make something happen in my future”
Mrs. Stewart speaking on her son Duane
“We didn’t have that when I was growing up and it seems now with social media it’s been so much more prevalent, you start learning more, you start seeing more so I’m just glad that he was able to take this class at a young age so he could see it for himself and not just what we were taught in history books when I was his age.
He would just sometimes come in with this excitement about somebody he learned about in the class that day, you know, just regular conversation.
I feel like just (him) being himself as a young black man sometimes I feel like the fact that he was learning about people in history how strong they were, how successful they were, I think that gave him kind of like a blueprint to see, okay I can do this as well, it was harder back then, but if they overcame those difficulties in their path it’s going to be a piece of cake for me right now because he has those things to learn from. …You know, just positive images.”

Layla L. (6th Grader)

“I’m glad I know who did what so… I know what’s real and what’s the “fake” news.”

Gabrielle (6th Grader)

“I like to learn (about) my history because I want to know where I come from. I’m glad I learned about the (true) Lion King, (Sundiata Djata).”

Micah (6th Grader)

“I’m glad I learned the real (indigenous) truth about Thanksgiving. I like to learn my history so I can understand the real truth about my people.”

Ms. Cubi (Middle school ELA Educator)

“My feelings is (are) summed up in that Marcus Garvey quote ‘a people without (the) knowledge of their past (culture, and history) is like a tree without roots‘ that one right their. I want to say that’s what (I appreciated) it means because I feel it is absolutely (important), it shouldn’t be an option for our children, it should be something that is a given like how math and English are given, it should be a core curricula subject.”