Contents Foreword Awad Ibrahim ?vii 1. ?Introduction ?1 Vaughn W. M. Watson, Michelle G. Knight-Manuel, and Patriann Smith Part I: Schooling and Classroom Perspectives and Contexts ? Sandra Boateng and Vaughn W. M. Watson 2. ?Toward a Reckoning and Affirmation of Black African Immigrant Youth in U.S. P-12 Schools ?21 Omiunota Nelly Ukpokodu 3. ?Africanfuturism and Critical Mathematics Education: Envisioning a Liberatory Future for Sub-Saharan African Immigrants ?43 Oyemolade (Molade) Osibodu and Nyimasata Damba Danjo 4. ?African Lives Matter Too: Affirming African Heritage Students' Experience in the History Classroom ?54 Irteza Anwara Mohyuddin 5. ?A Narrative Inquiry Into Experiences of Black Women in Undergraduate STEM Disciplines in Ontario ?68 James Alan Oloo and Priscila Dias Correa Part II: Participatory and Communal Approaches to Learning and Civic Engagement Michelle G. Knight-Manuel and Dorothy Khamala 6. ?Always Remember What's Behind You So You Can Reach What's in Front of You: The Transnational Civic Engagement of a West African High School Student ?87 Patrick Keegan 7. ?An Affect-Centered Analysis of Congolese Immigrant Parent Perspectives on Past-Present-Future Learning in School and at Home ?99 Liv T. Davila and Susan A. Ogwal 8. ?Imaging and Imagining Activism: Exploring Embodied and Digital Learning Through Filmmaking With African Immigrant Girls During the Pandemic ?110 Maryann J. Dreas-Shaikha, OreOluwa Badaki, and Jasmine L. Blanks Jones 9. ?Social Cohesion, Belonging, and Anti-Blackness: African Immigrant Youth's Civic Exploration in a Culturally Relevant-Sustaining, After-School Club ?129 Michelle G. Knight-Manuel, Natacha Robert, and Sibel Akin-Sabuncu Part III: Literacies, Languages, and Learning: Toward Emerging Practices and Approaches Patriann Smith 10. ?Unboxing Black Immigrant Youth's Heritage Resources ?147 David Bwire Wandera 11. ?Opening Space to Participate-One Nigerian Girl's Use of Visual Arts to Navigate School-Based Linguistic Discrimination ?161 Lakeya Afolalu 12. ?Theorizing Rightful Literary Presence and Participatory Curriculum Design With African Immigrant Youth ?173 Joel E. Berends, Vaughn W. M. Watson, and Dinamic Kubengana 13. ?Conclusion ?191 Vaughn W. M. Watson, Michelle G. Knight-Manuel, and Patriann Smith References ?197 Index ?228 About the Editors and Contributors ?241
This book illuminates emerging perspectives and possibilities of the vibrant schooling and civic lives of Black African youth and communities in the United States, Canada, and globally. Chapters present key research on how to develop and enact teaching methodologies and research approaches that support Black African immigrant and refugee students. The contributors examine contours of the Framework for Educating African Immigrant Youth, which focuses on four complementary approaches for teaching and learning: emboldening tellings of diaspora narratives; navigating the complex past, present, and future of teaching and learning; enacting social civic literacies to extend complex identities; and affirming and extending cultural, heritage, and embodied knowledges, languages, and practices. The frameworks and practices will strengthen how educators address the interplay of identities presented by African and, by extension, Black immigrant populations. Disciplinary perspectives include literacy and language, social studies, civics, mathematics, and higher education; university and community partnerships; teacher education; global and comparative education; and after-school initiatives. Book Features: A focus on honoring and affirming the range of youth and community's diverse, embodied, social-civic literacies and lived experiences as part of their educational journey, reframing harmful narratives of immigrant youth, families, and Africa. Chapter authors that include Black African scholars, early-career, and senior scholars from a range of institutions, including in the United States and Canada. Chapters that draw on and extend a range of theoretical lenses grounded in African epistemologies and ontologies, as well as postcolonial and/or decolonizing approaches, culturally relevant and sustaining frameworks, language and literacy as a social practice, transnationalism, theater as social action, transformative and asset-based processes and practices, migration, and emotional capital, and more. A cross-disciplinary approach that addresses the scope and heterogeneity of African immigrant youth racialized as Black and their schooling, education, and civic engagement experiences. Implications are considered for teachers, teacher educators, and community educators.
Vaughn W. M. Watson is an associate professor of English education at Michigan State University. Michelle G. Knight-Manuel is dean of Morgridge College of Education at the University of Denver. Patriann Smith is a professor of literacy studies at the University of South Florida.