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OverviewThis 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. Full Product DetailsAuthor: Lamar L. Johnson , "Gloria Boutte, Ph.D, author of ""Multicultural Education: Raising Consciousness""" , Gwenda Greene , Dywanna SmithPublisher: Lexington Books Imprint: Lexington Books Dimensions: Width: 15.10cm , Height: 1.50cm , Length: 22.00cm Weight: 0.318kg ISBN: 9781498583978ISBN 10: 1498583970 Pages: 208 Publication Date: 04 June 2021 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: Manufactured on demand  We will order this item for you from a manufactured on demand supplier. Table of ContentsPreface: 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 AuthorsReviewsDecades ago Black liberationist Marcus Garvey challenged Black Americans to return to Africa to heal from the ongoing racialized violence and trauma they faced and continue to face in the United States. Johnson, Boutte, Smith, and Greene revive this urgent call through African Diaspora Literacy by challenging P-20 educators to situate Mother Africa as the birthplace of all knowledges and histories, which, they and eleven contributing authors argue, must be reflected in schools, pedagogies and practices, and extant curricula. Centering and drawing on African-centered knowledge bases is the balm so many Black children need to heal their individual and collective wounds and souls from the quotidian anti-Black violence they confront in schools. This book is a must read for ELA and language and literacy scholars, teachers, and teacher educators who believe that #BlackLivesMatter, and who desire to enact pedagogies of healing through African Diaspora literacy. -- Nathaniel Bryan, assistant professor, College of Education, Health, and Society, Miami University Decades ago Black liberationist Marcus Garvey challenged Black Americans to return to Africa to heal from the ongoing racialized violence and trauma they faced and continue to face in the United States. Johnson, Boutte, Smith, and Greene revive this urgent call through African Diaspora Literacy by challenging P-20 educators to situate Mother Africa as the birthplace of all knowledges and histories, which, they and eleven contributing authors argue, must be reflected in schools, pedagogies and practices, and extant curricula. Centering and drawing on African-centered knowledge bases is the balm so many Black children need to heal their individual and collective wounds and souls from the quotidian anti-Black violence they confront in schools. This book is a must read for ELA and language and literacy scholars, teachers, and teacher educators who believe that #BlackLivesMatter, and who desire to enact pedagogies of healing through African Diaspora literacy.--Nathaniel Bryan, assistant professor, College of Education, Health, and Society, Miami University Author InformationLamar 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. 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