African Immigrants' Experiences in American Schools

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.

• ContentsSeries Forewordby Kenneth Fasching-Varner, Roland Mitchell, and Lori L. MartinForeword by Mojúbàolú Olufúnké Okome Introduction Chapter 1: Why an invisible surge of African ImmigrantsChapter 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

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!