What are the ways in which the study of Black life becomes a field of knowledge, institutionalized and at the same time forming epistemological modes of inclusion and exclusion within academe? Notes from the Diaspora tends to these distinctive forms of Black life as they become situated within particular sociocultural networks, institutions, organizations, and community establishments, conveying bearings generative of synergies in the quest of solidarity through Diasporic memory. The essays query the circumstances through which Black life comes together, remains whole, although sometimes fragile under historical pressures, to produce public forces constitutive of knowledge, subjectivities, and multiple modes of identification which come to be organized through a digitized politics of relations in sociomaterial forms. As Black life traverses through different Diasporic pathways, the author responds to how connections with place come to be, and what social networks are formed, dissolved, or made sustainable. At the same time troubling what these relationships mean for decolonial enactments, how Black people assemble and make wholesome the chunks and remnants of the Diaspora, which constitute their becoming. How at times within their relational experiences, Black life tacitly marks moments as being codified through race, to in turn open an assemblage with linkage to self-determination as ensconced within Black living. This is the potential of Notes from the Diaspora, having the capacity to attend to contingent collations as sequenced through Diasporic difference, whilst insisting on civic responsiveness to the experiences immanent to Black life.

What are the ways in which the study of Black life becomes a field of knowledge, institutionalized and at the same time forming epistemological modes of inclusion and exclusion within academe? Notes from the Diaspora tends to these distinctive forms of Black life as they become situated within particular sociocultural networks, institutions, organizations, and community establishments, conveying bearings generative of synergies in the quest of solidarity through Diasporic memory. The essays query the circumstances through which Black life comes together, remains whole, although sometimes fragile under historical pressures, to produce public forces constitutive of knowledge, subjectivities, and multiple modes of identification which come to be organized through a digitized politics of relations in sociomaterial forms. As Black life traverses through different Diasporic pathways, the author responds to how connections with place come to be, and what social networks are formed, dissolved, or made sustainable. At the same time troubling what these relationships mean for decolonial enactments, how Black people assemble and make wholesome the chunks and remnants of the Diaspora, which constitute their becoming. How at times within their relational experiences, Black life tacitly marks moments as being codified through race, to in turn open an assemblage with linkage to self-determination as ensconced within Black living. This is the potential of Notes from the Diaspora, having the capacity to attend to contingent collations as sequenced through Diasporic difference, whilst insisting on civic responsiveness to the experiences immanent to Black life.

Fanon and Education: Thinking Through Pedagogical Possibilities challenges conventional education to go beyond the formal procedures of schooling to engage in the making of multiple meanings of our world. Understanding education requires a holistic approach that extends beyond contemporary classrooms. Education must also be inclusive, addressing questions of difference, diversity, and power, as conceptualized through the lens of class, ethnicity, gender, disability, sexuality, religion, language, and indigeneity. These issues are thought of in the context of Fanon's oeuvre, to articulate a social theory and progressive educational politics that can help us understand difference as political, as well as, dominant schooling, as a form of internalized oppression, that works differently on myriad bodies. Fanon and Education will have a broad appeal to readers who want to engage Fanon's ideas in the schooling and educational politics of change and transformation. It should be read by all students, teachers, educational practitioners, community activists and researchers. This book will have a particular appeal for educators in teacher training colleges, as well as for graduate instruction in university departments of education, social work, and sociology.