African Immigrants' Experiences in American Schools
Complicating the Race Discourse
Nonfiction, Reference & Language, Education & Teaching, Educational Theory
| Author: | Shirley Mthethwa-Sommers, Immaculee Harushimana | ISBN: | 9781498510721 |
| Publisher: | Lexington Books | Publication: | October 12, 2016 |
| Imprint: | Lexington Books | Language: | English |
| Author: | Shirley Mthethwa-Sommers, Immaculee Harushimana |
| ISBN: | 9781498510721 |
| Publisher: | Lexington Books |
| Publication: | October 12, 2016 |
| Imprint: | Lexington Books |
| Language: | English |
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.
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.
