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A Paradise to Regain: Post-Obama Insights from Women Educators of
the Black Diaspora seeks to avert the likelihood of erasure of
President Barack Obama's legacy of hope and possibility that every
child, regardless of race, faith, and gender affiliation, can dream
big and live to see his/her dream turn into reality. As women
educators of color, we all agree that the socio-political climate
prevailing in the United States of America, since the aftermath of
the 2016 election, requires unprecedented agency. The book provides
space for Black women educators-African Americans, Naturalized
Black Americans, and Foreign-born Blacks from Africa, the Caribbean
Islands and South America (e.g., Guyana)-to have a candid
conversation with their young children-sons and daughters, nephews
and nieces-about the roadblocks they are likely to face as minority
youth of color in their pursuit of greatness and the reminder that
they have a role model in President Obama to look up to in moments
of extreme frustration and exasperation. Voices of engaged
educators of color are indispensable to make sure that children
understand that that despite a-360-degree turn from eight
consecutive years of a reassuring message that "change had come",
that paradise had been gained, into the threatening message of
"making America white again", we count on them to regain the
paradise.
As the number of African-born students in American schools
increases, it is important that schools enlarge the circle of
diversity to include African-born students who are rendered
invisible by their skin color and continent of origin.. African
Immigrants' Experiences in American Schools: Complicating the Race
Discourse is aimed at filling the gap in the literature about
African-born students in American schools. This book will not only
assist teachers and administrators in understanding the nuanced
cultural, sociological, and socio-cognitive differences between
American-born and African-born students; it will also equip them
with effective interpersonal teaching strategies adapted to the
distinct needs of African-born students and others like them. The
book explores in depth salient African-rooted factors that come
into play in the social and academic integration of African
immigrant students, such as gender, spirituality, colonization,
religious affiliation, etc. The authors examine American-rooted
factors that complicate the adaptation of these students in the US
educational school system, such as institutional racism,
Afrophobia, Islamophobia, cultural discontinuities, curricular
mismatches, and western media mis-portrayals. They also proffer
pedagogical tools and frameworks that may help minimize these
deleterious factors.
As the number of African-born students in American schools
increases, it is important that schools enlarge the circle of
diversity to include African-born students who are rendered
invisible by their skin color and continent of origin.. African
Immigrants' Experiences in American Schools: Complicating the Race
Discourse is aimed at filling the gap in the literature about
African-born students in American schools. This book will not only
assist teachers and administrators in understanding the nuanced
cultural, sociological, and socio-cognitive differences between
American-born and African-born students; it will also equip them
with effective interpersonal teaching strategies adapted to the
distinct needs of African-born students and others like them. The
book explores in depth salient African-rooted factors that come
into play in the social and academic integration of African
immigrant students, such as gender, spirituality, colonization,
religious affiliation, etc. The authors examine American-rooted
factors that complicate the adaptation of these students in the US
educational school system, such as institutional racism,
Afrophobia, Islamophobia, cultural discontinuities, curricular
mismatches, and western media mis-portrayals. They also proffer
pedagogical tools and frameworks that may help minimize these
deleterious factors.
This book explores the unique experiences of African-born educators
and students in North American K-12 classrooms, as well as those of
education faculty and administrators. It identifies the conflicting
attributes that African-born educators and students bring into
American schools and the challenges of working in linguistically,
racially and culturally regulated educational spaces. The collected
essays examine how attributes assigned to immigrant teachers by the
host community of students, colleagues and administrators can serve
both as conduits and deterrents for effective teaching. In all,
Reprocessing Race, Language and Ability uncovers the existence of
unavoidable - though not insurmountable - racial, cultural and
linguistic dissonance when African and western cultures come in
contact.
This book explores the unique experiences of African-born educators
and students in North American K-12 classrooms, as well as those of
education faculty and administrators. It identifies the conflicting
attributes that African-born educators and students bring into
American schools and the challenges of working in linguistically,
racially and culturally regulated educational spaces. The collected
essays examine how attributes assigned to immigrant teachers by the
host community of students, colleagues and administrators can serve
both as conduits and deterrents for effective teaching. In all,
Reprocessing Race, Language and Ability uncovers the existence of
unavoidable - though not insurmountable - racial, cultural and
linguistic dissonance when African and western cultures come in
contact.
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