Erasing Invisibility Inequity And Social Injustice Of Africans In The Diaspora And The Continent

This volume engages the reader in understanding past and contemporary critical issues in African scholarship, both in the diaspora and on the continent, that have been marginalized, unexamined, and under-researched, and proposes ways to make them visible. The book is timely as it imagines and reimagines scholarship on Africans in the diaspora and on the continent. It is bold, and authentically unpacks African immigrants’ individual and collective cultural, educational, social, and institutional experiences, especially in the context of US Pk-12 schools as they navigate and negotiate transnational spaces regarding identity and shifting positionalities. The editors and contributors, who are themselves African immigrants, exemplify their spirits of Sankofa as they look back to their roots in order to give back to their “Motherland” by fighting for the visibility, equity and social justice of Africans in the diaspora and on the continent. The book proposes critical and insightful ideas that educators, researchers, policy makers, social and human services, and community leaders will find valuable.

Africans and their descendants have long been faced with abuse of their human rights, most frequently due to racism or racialized issues. Consequently, understanding shifting conceptualizations of race and identity is essential to understanding how people of color confronted these encounters. This book addresses these issues and their connections to social justice, discrimination, and equality movements. From colonial abuses or their legacies, black people around the world have historically encountered discrimination, and yet they do not experience injustice opaquely. The chapters in this book explore and clarify how Africans, and their descendants, struggled to achieve agency despite long histories of discrimination. Contributors draw upon a range of case studies related to resistance, and examine these in conjunction with human rights and the concept of race to provide a thorough exploration of the diasporic experience. Human Rights, Race, and Resistance in Africa and the African Diaspora will appeal to students and scholars of Ethnic and Racial Studies, African History, and Diaspora Studies.

Ripped from motherland and family, ethnically mixed to quell the potential of uprisings, and brutalized by regimes of hard labor, the heart - the spirit - of Africa did not stop beating in the New World. Rather, it survived and has re-emerged; changed by contacts with new cultures and environments, but still part of the continuum of African tradition: an African Re-Genesis. This is the first volume in its field to emphasize the interdisciplinary temporal and geographic comparative research of Archaeology, Anthropology, History and Linguistics to allow us to form unique perspectives on broader trends in the transformation and (re-) emergence of African Diaspora cultures. African Re-Genesis confirms that regardless of discipline, from continental Africa to Europe, the Western Hemisphere and Indian Ocean, all Diaspora research requires a relevance to modern communities and sensitivity to the interplay with contemporary cultural identities. Matters concerning race and cultural diversity, though ostensibly de-fused by the vocabulary of political correctness, remain contentious. Indeed, the topic of racial relations has become to the twenty-first century what sex was to the nineteenth century - something best not discussed in public, and better talked around than confronted directly. African Re-Genesis strikes at the nerve of urgency that the past, present and future globalization of African cultures, is a cornerstone of the entire human experience, and it thus deserves recognition as such.

Africa's modern history is replete with different forms of encounters and conflicts. From the fifteenth century when millions of Africans were forcefully taken away as slaves during the infamous Atlantic slave trade; to the colonial conquests of the nineteenth century where European countries conquered and subsequently balkanized Africa and shared the continent to European powers; and to the postcolonial era where many African leaders have maintained several instruments of exploitation, the continent has seen different forms of encounters, exploitations and oppressions. These encounters and exploitations have equally been met with resistance in different forms and at different times. The mode of Africa's encounters with the rest of the world have in several ways, shaped and continue to shape the continent's social, political and economic development trajectories. Essays in this volume have addressed different aspects of these phases of encounters and resistance by Africa and the African Diaspora. While the volume document different phases of oppression and conflict, it also contains some accounts of Africa's resistance to external and internal oppressions and exploitations. From the physical guerilla resistance of the Mau Mau group against British colonial exploitation in Kenya and its aftermath, to efforts of the Kayble group to preserve their language and culture in modern Algeria; and from the innovative ways in which the Tuareg are using guitar and music as forms of expression and resistance, to the modern ways in which contemporary African immigrants in North America are coping with oppressive structures and racism, the chapters in this volume have examined different phases of oppressions and suppressions of Africa and its people, as well as acts of resistance put up by Africans.

This handbook explores the evolution of African education in historical perspectives as well as the development within its three systems–Indigenous, Islamic, and Western education models—and how African societies have maintained and changed their approaches to education within and across these systems. African education continues to find itself at once preserving its knowledge, while integrating Islamic and Western aspects in order to compete within this global reality. Contributors take up issues and themes of the positioning, resistance, accommodation, and transformations of indigenous education in relationship to the introduction of Islamic and later Western education. Issues and themes raised acknowledge the contemporary development and positioning of indigenous education within African societies and provide understanding of how indigenous education works within individual societies and national frameworks as an essential part of African contemporary society.

This edited volume presents intersectionality in its various configurations and interconnections across the African continent and around the world as a concept. These chapters identify and discuss intersectionalities of identity and their interplay within precolonial, colonial, and neo-colonial constructs that develop unique and often conflicting interconnections. Scholars in this book address issues in cultural, feminist, Pan African, and postcolonial studies from interdisciplinary and traditional disciplines, including the Arts, Humanities, and Social Sciences. While Intersectionality as a framework for race, gender, and class is often applied in African-American studies, there is a dearth of work in its application to Africa and the Diaspora. This book presents a diverse set of chapters that compare, contrast, and complicate identity constructions within Africa and the Diaspora utilizing the social sciences, the arts in film and fashion, and political economies to analyze and highlight often invisible distinctions of African identity and the resulting lived experiences. These chapters provide a discussion of intersectionality’s role in understanding Africa and the Diaspora and the intricate interconnections across its people, places, history, present, and future.

Love, perceived through the norms of romantic incidence, quite often comes of her own staging. Were it not for the extraneous events that bring and lead the two into the fortuitous haven of linking their paths, the romantic ecstasy may likely have been withdrawn to another time and place. Not at all so with the staggering affects of Love At First Sight. Brought to being by the will of an enlivened Latent Force, long smoldering, the mystic stage is set. With the finality and suddenness of a lighting strike from out of the east, Love has made Her claim. Lovers, strangers no more, catching but a fleeting glimpse of the other from passing trains, so quickly is it done. For Professor, Geoffrey Thorne, and Marrianna Joule, First Year college student, Love At First Sight came as a gem unsought. Where out of an act of common event, in a New England Coed College, an English professor and his first year student were literally swept into each other's arms. What proceeds is a tastefully told love story. Tenderly sweet, surprising and challenging; for there are significant hurdles/as the student is the only daughter of a wealthy and powerful industrialist with strong plans for her in a life of High Society. It is quite surprising to discover the subtle maneuvers of The Latent Force in an otherwise hostile field.

My book is non fiction . It is a book on Racism and African race .It is a book with a great title The title of my book is - Africans and racism in the diaspora .. Thephysical size of my book is Lenght - 21 cm breadth 18 cm .It is not voluminous .The total number of pages of my book is 134 . My book appeals to people from a variety of demographics . It appease to Fellow Africans, Asians and caucasians . It appeals to males, females, the peasants, the elites and nobles . My book is like a fine bottle of wine which mature and get better with age .. People long to remember incidents of racism that occured in the past . It is an extraordinary picture book .There is a strong link between colours and consumer perception of a brand . The dominant colour of my book is purple . Purple is the colour of royalty, authority, affluence and vigour . My book evokes emotions . Some portions of my book are deadly serious while some other portions are hilariously funny and humorous . My book is segmented into 12 chapters.

"Black African immigrant youth and young adults from countries south of the Sahara, among the most rapidly growing immigrant groups in the US given immigration, resettlement, and asylum programs, have long demonstrated varied racial, ethnic, gendered, cultural, linguistic, religious, and transnational identities in their diverse schooling and education practices. Moreover, African immigrant youth enacting complex, embodied practices within and across varied schooling and educational contexts, and at the interplay of language, literacy, and civic learning and action taking, complicate urgent questions of which students may engage civically in schools and communities, and how they may do so. Thus, transformative education research to support diverse schooling, education, and civic engagement experiences for African immigrant and refugee students will increasingly depend on enacting generative research frameworks, teaching approaches, and innovative methodologies. Such research and teaching hold possibilities for assisting and preparing researchers, teacher educators, teachers, and community-based educators to identify key schooling, education and civic engagement practices associated with student's varied identities, and / or taking up research approaches and learning contexts that affirm and extend the identified practices"--

In The Culture Trap, Derron Wallace argues that the overreliance on culture to explain Black students' achievement and behavior in schools is a trap that undermines the historical factors and institutional processes that shape how Black students experience schooling. This trap is consequential for a host of racial and ethnic minority youth in schools, including Black Caribbean young people in London and New York City. Since the 1920s, Black Caribbeans in New York have been considered a high-achieving Black model minority. Conversely, since the 1950s, Black Caribbeans in London have been regarded as a chronically underachieving minority. In both contexts, however, it is often suggested that Caribbean culture informs their status, whether as a celebrated minority in the US or as a demoted minority in Britain. Drawing on rich ethnographic observations, as well as interview and archival data from two of the largest public schools in London and New York City, Wallace interrogates the fault lines of these claims, and highlights the influence of colonialism, class, and context in shaping Black Caribbeans' educational experiences. As racial and ethnic achievement gaps and discussions about what to do about them persist in the US and Britain, Wallace shows how culture is at times used as an alibi for racism in schools, and points out what educators, parents, and students can do to change it.