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This book demonstrates the application of African Diaspora Literacy in K-12 schools and teacher education programs. The book emerged from a four-week Fulbright-Hays Group Abroad project to Cameroon, West Africa, which was focused on African Diaspora Literacy. The project was guided by the African principle of "Ubuntu" (I am because we are). The 15-member team was comprised of eight faculty members (representing five universities-Benedict College, Michigan State University, South Carolina State University, South University, and the University of South Carolina), one community member, two K-12 administrators, and four K-12 teachers from high need schools. The inclusion of such a diverse group of participants in the Kamtok project (e.g., professors, K-12 teachers, community members) lent itself to producing rich data that captured both the intellectual scholarship and layperson's experience with equilateral consideration. The purpose of the project was to gain firsthand knowledge, artifacts, documents, experiences, and resources to be used in the development, implementation, and dissemination of curricula to be used in K-12 schools and university classrooms to more effectively prepare educators to teach African American students.
Focusing specifically on the language, history, politics, economics, religion, and cultural traditions of people in the African Diaspora (e.g, U.S., Africa, Caribbean, the Americas, Europe, Asia), this book illuminates critical information typically missing from K-12 schools and teacher education, and English curricula. Chapters are written by scholars from Cameroons as well as those from the U.S. The book represents a lovely compilation of application, theory, and research. The book explores how African Diaspora Literacy can be used to heal the endemic physical, symbolic, linguistic, curricula, pedagogical, and system violence that African American children and youth experience in schools and in society.
Sommario
Preface: What's Africa to Me, Gwenda Greene
PART 1-CURRICULUM APPLICATIONS
Chapter 1: Goin' Back to (Re)Claim What's Mine: A Call for Diaspora Literacy in P-20 Spaces, Lamar L. Johnson
Chapter 2: Revitalization of Indigenous African Knowledges among People in the African Diaspora, Gloria Boutte, George Johnson, and Asangha Muki
Chapter 3: Exploring African Diaspora Literacy with Elementary Students, Saudah Collins, Martay Monroe, and Gloria Boutte
Chapter 4: Using African Diaspora Literacy to Teach Middle School Social Studies, Julia Dawson and Antoinette Gibson
PART 2-TEACHER EDUCATION
Chapter 5: Centering African Diaspora Literacy to Reinvent Educator Preparation, Damara Hightower
Chapter 6: A Call for "Work Woke" Educators: Actuating Diaspora Literacy to Raise Critical Consciousness, Gwenda Greene
Chapter 7: Telling Our Stories; Sharing Our Lives: Storytelling as the Heart of Resistance, Dywanna Smith
PART 3-INDIGENOUS AFRICAN KNOWLEDGE AND PERSPECTIVES
Chapter 8: African Spirituality: Implications for African Diaspora Education, Bonwong Bruno, Lambert Wirdze, Mary Lum
Chapter 9: Cameroon Pidgin English: An Overview and Implications for Instruction in Anglophone Cameroon Education, Rodrick Lando and Ntain Patience Chia
Chapter 10: Indigenous Holistic Healing: The Medicine Cabinet of African Diaspora Literacy, Kenric B. Ware and Marcelus U. Ajonina
PART 4-INSIGHTS AND REFLECTIONS
Chapter 11: Insights and Reflections: Thoughts on Transformation, Dywanna Smith
Appendices
About the Authors
Info autore
Lamar L. Johnson is assistant professor of language and literacy for linguistic and racial diversity at Michigan State University.
Gloria Boutte is professor of instruction and teacher education at the University of South Carolina.
Gwenda R. Greene is associate professor of English at Benedict College.
Dywanna E. Smith holds a PhD in language and literacy from the University of South Carolina.
Riassunto
This book presents accounts of African diaspora literacy in action in school settings. Focusing specifically on the language, history, politics, economics, and cultural traditions of people in the African diaspora, the authors illuminate critical information missing from schools, teacher education, and English curricula.
