African Immigrants' Experiences in American Schools

Complicating the Race Discourse

Shirley Mthethwa-Sommers and Immaculee Harushimana

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.

Lexington Books

Pages: 146 • Trim: 6¼ x 9½

978-1-4985-1071-4 • Hardback • October 2016 • $109.00 • (£84.00)

978-1-4985-1073-8 • Paperback • November 2018 • $46.99 • (£36.00)

978-1-4985-1072-1 • eBook • October 2016 • $44.50 • (£35.00)

Series: Race and Education in the Twenty-First Century

Subjects: Education / Inclusive Education

African Immigrants' Experiences in American Schools

Complicating the Race Discourse

Hardback

Paperback

eBook

Summary

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.

Details

Lexington Books

Pages: 146 • Trim: 6¼ x 9½

978-1-4985-1071-4 • Hardback • October 2016 • $109.00 • (£84.00)

978-1-4985-1073-8 • Paperback • November 2018 • $46.99 • (£36.00)

978-1-4985-1072-1 • eBook • October 2016 • $44.50 • (£35.00)

Series: Race and Education in the Twenty-First Century

Subjects: Education / Inclusive Education

Author

Shirley Mthethwa-Sommers is associate professor of social and psychological foundations of education at Nazareth College in Rochester, New York, where she also serves as director of the Center for Urban Education.

Immaculée Harushimana is associate professor of TESOL and English education at Lehman College, City University of New York.

Table of Contents

Contents

Series Foreword
by Kenneth Fasching-Varner, Roland Mitchell, and Lori L. Martin
Foreword
by Mojúbàolú Olufúnké Okome
Introduction
Chapter 1: Why an invisible surge of African Immigrants
Chapter 2: Complicating race discourse: African-born studentsIn U.S. schools
Chapter 3: Educational Systems in Pre-colonial, Colonial and Post-colonial Africa
Chapter 4: Affirming African Philosophies, Epistemologies and Worldviews
Chapter 5: Spirituality, Religion and Schooling of African-born Students
Chapter 6: Language Politics and the Education of African-born Students
Chapter 7: Gender and Education Matters in African Contexts
Chapter 8: Conclusion: Empowering Pedagogical Practices
About the Authors

Reviews

Yes, this myth-dispelling call-to-action belongs in the lap of every teacher of African-born students. But its pervasive Ubuntu philosophy, comprehensive illumination of the multiple dimensions of the African immigrant experience, and prescriptions for best practice in instruction will inspire and guide all educators. Theoretically and practical in equal measure, it lays the foundation for a richer, more diverse, and therefore stronger democracy in America. I know that I will be quoting it and stealing ideas from it in my work. Using proverbs to help students grasp science concepts? Priceless!
— Dale Worsley, Education Consultant

A long-overdue, meticulous analysis of the invisibilization and marginalization of African-born students in the US, with a comprehensive set of suggested pedagogical solutions. A must-read for education professionals working with this population.
— Otieno Kisiara, Nazareth College

Mthethwa-Sommers and Harushimana have filled a void in the literature with their elucidation of the lived experiences of African immigrants. This significant book illuminates the experiences of a population that has been rendered invisible within schools in the US. It is essential reading for educators as it provides insights into the vast cultural and linguistic differences among students categorized as Black and the implications of these differences for providing equitable education for all students.
— Zaline Roy-Campbell, Syracuse University