Implementing Africa in the U.S. Curriculum
African studies experts express concern about the limited knowledge that both college and secondary students in the U.S. have about sub-Saharan African nations and cultures. Some educational institutions have attempted to address this issue by implementing African Studies Programs. However, there remains a need for research to assess how much of Africa and African people are represented in the curriculum, the demographics of students enrolled in these courses, and the instructors’ level of expertise in African matters. One significant challenge in implementing multicultural curricula is the shortage of culturally aware faculty members willing to work in diverse schools, which can result in limited exposure to diverse perspectives. The text also discusses the importance of having teachers who are open to learning about other cultures and stepping out of their comfort zones. Such teachers tend to value diversity and are more successful in implementing multicultural curricula. Additionally, it mentions the case of an American secondary English instructor who gained insights from teaching in Ghana and became an advocate for incorporating African literature into the secondary English Language Arts curriculum.
Response:
The concerns raised by African studies experts about the lack of knowledge regarding sub-Saharan African nations and cultures among U.S. students are valid. A well-rounded education should include a global perspective, and understanding Africa’s rich and diverse cultures is essential in today’s interconnected world. Implementing African Studies Programs can be a step in the right direction but it’s crucial to assess the depth and breadth of the curriculum to ensure it provides a comprehensive understanding of Africa. The shortage of culturally aware faculty in diverse schools is indeed a significant challenge. Teachers who embrace diversity and actively seek to understand other cultures can create inclusive and enriching learning environments. Efforts should be made to attract and support such educators. The case of the American teacher who was transformed into an advocate for African literature through teaching in Ghana is a compelling example of how cross-cultural experiences can broaden perspectives and positively impact curriculum development. This underscores the importance of exposing both students and teachers to diverse cultural narratives.
The most important thing a learned from this week’s videos is the misperceptions and stereotypes surrounding African immigrants in the United States. While the media often portrays Africa as a place of poverty and disease, the reality is that many African countries are experiencing tremendous growth and vibrancy. African immigrants maintain strong connections to their home countries while living in America, and their success and contributions help expose Americans to different cultures and countries. The video also highlights the diversity among African immigrants, with Nigerians being the largest segment followed by Egyptians, Ethiopians, South Africans, and Kenyans. The story of one individual, whose mother is Sudanese, showcases the varied backgrounds and experiences of Africans and Americans with African lineage.
https://www.sciencedirect.com/science/article/abs/pii/S0147176720301334
I chose this article because it addresses the need to understand the experiences and challenges faced by Ghanaian-born immigrant girls as they navigate multiple cultural and educational worlds in pursuit of academic achievement. It also examines the roles of peers, teachers, and parents in their academic success and the influence of gender on their adaptation and identity formation within the new environment.
