Project MUSE®: Alliance for African Partnership Perspectives - Latest Articles
https://muse.jhu.edu/journal/783
Project MUSE®: Latest articles in Alliance for African Partnership Perspectives.daily12026-05-19T00:00:00-05:00text/htmlen-USVol. 1 (2021) through current issue
Latest Articles: Alliance for African Partnership PerspectivesTWOProject MUSE®Alliance for African Partnership Perspectives2770-36222770-3614Latest articles in Alliance for African Partnership Perspectives. Feed provided by Project MUSE®Guest Editors' Introductory Note
https://muse.jhu.edu/article/911256
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Authors in this issue of Alliance for African Partnership Perspectives, "Race, Ethnicity, and Higher Education in the African Diaspora," responded to a Call for Thought Pieces from anywhere in the world—urgent, critical reflections of issues around race and ethnicity in higher education institutions and key stakeholder and collaborator organizations in Africa and the African Diaspora.We situate this themed issue at a time when racism and long-standing inequities came to the forefront in the United States in summer 2020, prompting a global outcry against racial injustice. People from across racial, ethnic, gendered, linguistic, geographic, and other identities rose up in protest in every U.S. state and in countries
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Project MUSE®https://muse.jhu.edu/2026-05-19T00:00:00-05:00https://muse.jhu.edu/journal/783/image/coversmallGuest Editors' Introductory Note2023-11-07text/htmlen-USGuest Editors' Introductory Note2023-11-072023TWOProject MUSE®156092026-05-19T00:00:00-05:002023-11-07Prologue for the Alliance for African Partnership (AAP) Perspectives Themed Issue on "Race, Ethnicity, and Higher Education in the African Diaspora"
https://muse.jhu.edu/article/911257
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Upon reflection, the title of this special issue is somewhat of a conundrum, or at least ironic: "Race and Ethnicity in Africa and the Diaspora." I assert this as the terms "race" and "ethnicity" were not created by the indigenous peoples of Africa to distinguish themselves from others; however, today the terms are often embraced by their descendants on the continent and around the world. While the terms were introduced by European explorers, and subsequent colonizers who sought to conquer lands and peoples for their own financial gain, being referred to as "Black" or embracing "Blackness" can offer a sense of belonging, empowerment, and pride, depending on the context. While there may be discussion around the
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Project MUSE®https://muse.jhu.edu/2026-05-19T00:00:00-05:00https://muse.jhu.edu/journal/783/image/coversmallPrologue for the Alliance for African Partnership (AAP) Perspectives Themed Issue on "Race, Ethnicity, and Higher Education in the African Diaspora"2023-11-07text/htmlen-USPrologue for the Alliance for African Partnership (AAP) Perspectives Themed Issue on "Race, Ethnicity, and Higher Education in the African Diaspora"2023-11-072023TWOProject MUSE®128072026-05-19T00:00:00-05:002023-11-07Black Artistic Imaginaries and the Endemicity of Anti-Blackness in the U.S. University
https://muse.jhu.edu/article/911258
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The Black Healing, Joy and Justice Team envisions a rich exploration of Black liberation within an individual, between individuals, in community, and throughout societies globally. This work is meant to inspire and facilitate radical healing and empowerment of Black minds, bodies, and souls. Our team embodies unabated Black joy and the freedom to define Blackness for ourselves—outside and separate from the gazes of white settler supremacy and anti-blackness. Through the intersection of art and community-engaged research, we intend to inform an understanding of how to support Black life at the University of Massachusetts Amherst and beyond.It was a Tuesday evening: a beautiful fall night with that type of breeze in
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Project MUSE®https://muse.jhu.edu/2026-05-19T00:00:00-05:00https://muse.jhu.edu/journal/783/image/coversmallBlack Artistic Imaginaries and the Endemicity of Anti-Blackness in the U.S. University2023-11-07text/htmlen-USBlack Artistic Imaginaries and the Endemicity of Anti-Blackness in the U.S. University2023-11-072023TWOProject MUSE®721302026-05-19T00:00:00-05:002023-11-07"Building Bridges": Teaching Ethnicity to Engineering Students in a South African University
https://muse.jhu.edu/article/911259
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In the early 2010s, while working as a social anthropologist in a South African university, I was faced with an intriguing proposition. The Faculty of Humanities had been approached by the Faculty of Engineering to provide a taught course in "Humanities and Social Sciences" (HASS). The course was to be compulsory for first-year engineering students, and if they failed, they would not progress to the second year of their degree. The governing body associated with ensuring international standards for degrees in engineering had decided that graduates in their approved programs should have a sense of the world in which they live and in which they would soon be gainfully employed.1The course was to be separated into two
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Project MUSE®https://muse.jhu.edu/2026-05-19T00:00:00-05:00https://muse.jhu.edu/journal/783/image/coversmall"Building Bridges": Teaching Ethnicity to Engineering Students in a South African University2023-11-07text/htmlen-US"Building Bridges": Teaching Ethnicity to Engineering Students in a South African University2023-11-072023TWOProject MUSE®329112026-05-19T00:00:00-05:002023-11-07Centralizing Place as Past(s), Present(s), Future(s): Hybridities of Literate Identities and Place in the Life of a Black Immigrant Scholar
https://muse.jhu.edu/article/911260
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In this brief essay, the theory of place (Casey, 1996) is used in conjunction with a Sankofan approach (Watson & Knight-Manuel, 2017) to highlight the ways in which place functioned as both material and experiential (Lefebvre, 1991; Pink, 2008) and influenced my situatedness as a literacy scholar, mother, and individual. Through this interconnection, I demonstrate how the "hybridities of identities and places" (Holloway & Kneale, 2000, p. 83) influenced my decisions to navigate positivistic as well as interpretivist, critical, and pluralist epistemologies (Koro-Ljungberg, Yendol-Hoppey, Smith, & Hayes, 2009) while I straddled qualitative and quantitative worlds. My resulting scholarship demonstrates how critical
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Project MUSE®https://muse.jhu.edu/2026-05-19T00:00:00-05:00https://muse.jhu.edu/journal/783/image/coversmallCentralizing Place as Past(s), Present(s), Future(s): Hybridities of Literate Identities and Place in the Life of a Black Immigrant Scholar2023-11-07text/htmlen-USCentralizing Place as Past(s), Present(s), Future(s): Hybridities of Literate Identities and Place in the Life of a Black Immigrant Scholar2023-11-072023TWOProject MUSE®881842026-05-19T00:00:00-05:002023-11-07Blackness Is Not Monolithic: Black Immigrant Women Scholars Enacting Change Through Storytelling
https://muse.jhu.edu/article/911261
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Blackness is not monolithic; our identity as Black immigrant women scholars and educators teaching American students in the United States has shaped our learning and instruction. (By Black immigrant women, we mean, women born in an African country or born in a country outside of the United States to parents of African descent). Because of the layered challenges faced by female scholars, and the largely absent voices and experiences of Black women in the field, we noticed that not only are Black women literacy scholars' lived experiences missing from the field, as Baker-Bell (2017) asserts, but Black immigrant women scholars' lived experiences are also missing from the field in the United States (Louis et al.
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Project MUSE®https://muse.jhu.edu/2026-05-19T00:00:00-05:00https://muse.jhu.edu/journal/783/image/coversmallBlackness Is Not Monolithic: Black Immigrant Women Scholars Enacting Change Through Storytelling2023-11-07text/htmlen-USBlackness Is Not Monolithic: Black Immigrant Women Scholars Enacting Change Through Storytelling2023-11-072023TWOProject MUSE®491072026-05-19T00:00:00-05:002023-11-07Trusting Women of Color: Lessons from American Higher Education on Organizational Change Through an Intersectional Lens
https://muse.jhu.edu/article/911262
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Offices of Diversity and Equity are a vital functional area for American higher education institutions because of their commitment to addressing diversity and equity issues that are paramount to serving the shifting demographics in higher education. Leon (2014) noted that in the last decade, colleges and universities across the United States have borrowed the role of chief diversity officer from the business world to handle diversity planning and implementation. In this article, I explore the importance of diversity offices in higher education, the offices' structural complexities, the role of women of color as chief diversity officers, and how global institutions can develop and evolve in creating equitable
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Project MUSE®https://muse.jhu.edu/2026-05-19T00:00:00-05:00https://muse.jhu.edu/journal/783/image/coversmallTrusting Women of Color: Lessons from American Higher Education on Organizational Change Through an Intersectional Lens2023-11-07text/htmlen-USTrusting Women of Color: Lessons from American Higher Education on Organizational Change Through an Intersectional Lens2023-11-072023TWOProject MUSE®486062026-05-19T00:00:00-05:002023-11-07African-Centered Hybridity: A Reconceptualization of Africanness in this Colonially Guised Globalized Era
https://muse.jhu.edu/article/911263
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Theoretically, ideologically, and in lived experiences, the concept of Africa, Africanness, and African identities is intricate and debated. As a geographical space, it reflects a union of diverse peoples and cultures that share the space: from predominantly Muslim, Arabicspeaking people north of the Sahara to the multiply varied people of the south. It navigates colonial legacies of the British, French, Portuguese, and others and the current globalized era that we live in. Thus, who an African is and what constitutes African is complex to define and contested (Eno & Eno, 2009; Eze & Van der Wal, 2020; Mazrui, 2009; Prah, 2009). From the concept of African through the perspective of writing back based on
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Project MUSE®https://muse.jhu.edu/2026-05-19T00:00:00-05:00https://muse.jhu.edu/journal/783/image/coversmallAfrican-Centered Hybridity: A Reconceptualization of Africanness in this Colonially Guised Globalized Era2023-11-07text/htmlen-USAfrican-Centered Hybridity: A Reconceptualization of Africanness in this Colonially Guised Globalized Era2023-11-072023TWOProject MUSE®718772026-05-19T00:00:00-05:002023-11-07Ethics, the University, and Society: Toward a Decolonial Approach to Research Ethics
https://muse.jhu.edu/article/911264
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Research ethics committees (RECs) or institutional review boards (IRBs) have long been established in research-active higher education institutions in countries that can be (arguably) categorized as in the Global North (Dados & Connell, 2012). In Global South contexts ethical review of research projects has been built into national and regional processes of granting permission for research to take place. Governance structures emerged as a response to unethical practice that violated the rights of vulnerable groups within the biomedical sciences (Nortje et al., 2019) and continue to evolve as part of the governing structure of contemporary research ethics. The establishment of these governance structures moved
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Project MUSE®https://muse.jhu.edu/2026-05-19T00:00:00-05:00https://muse.jhu.edu/journal/783/image/coversmallEthics, the University, and Society: Toward a Decolonial Approach to Research Ethics2023-11-07text/htmlen-USEthics, the University, and Society: Toward a Decolonial Approach to Research Ethics2023-11-072023TWOProject MUSE®1047382026-05-19T00:00:00-05:002023-11-07Disaggregating Blackness or Dissolving Binaries? Tools of Thought for Recollecting African "Transnational" Students in Higher Education
https://muse.jhu.edu/article/911265
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Higher education typically bifurcates students into institutionally derived categories such as "international" and "domestic," or "Black" and "White," notwithstanding a student's chosen identifiers. Practicalities exist for these distinctions, as the intricacies of enrollment and support are often targeted along these lines. However, overemphasizing student descriptors for institutional purposes separates students who may otherwise unite in their shared heritage and struggles. Moreover, the terms in common use are reified through education research conventions that apply and reinforce institutional terms throughout United States-dominated academic publications in the Global North.Using the critical race theoretical
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Project MUSE®https://muse.jhu.edu/2026-05-19T00:00:00-05:00https://muse.jhu.edu/journal/783/image/coversmallDisaggregating Blackness or Dissolving Binaries? Tools of Thought for Recollecting African "Transnational" Students in Higher Education2023-11-07text/htmlen-USDisaggregating Blackness or Dissolving Binaries? Tools of Thought for Recollecting African "Transnational" Students in Higher Education2023-11-072023TWOProject MUSE®728942026-05-19T00:00:00-05:002023-11-07A Critique of Public Policy Initiatives to Address Unequal Educational Outcomes for Black Students in Ontario, Canada, 1987–2021
https://muse.jhu.edu/article/911266
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On August 7, 2021, Canada's CBC News published an article titled "Advocates in Toronto Demand Equity in Education for Black Students in Ontario" that noted, "Parents of Black children hold march, drive-by procession to demand change" (Draaisma, 2021, para. 1). In the age of activism, wokeness, alternative truths, and partisan media, it is possible for the general public to dismiss a demonstration as "just another protest." The August 7 procession was different. Its organizers, Parents of Black Children (2021), are quoted thus:
After last year's march … the government decided to end streaming of students in Grade 9 math and to end suspensions of students from kindergarten to Grade 3. It also amended the Ontario
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Project MUSE®https://muse.jhu.edu/2026-05-19T00:00:00-05:00https://muse.jhu.edu/journal/783/image/coversmallA Critique of Public Policy Initiatives to Address Unequal Educational Outcomes for Black Students in Ontario, Canada, 1987–20212023-11-07text/htmlen-USA Critique of Public Policy Initiatives to Address Unequal Educational Outcomes for Black Students in Ontario, Canada, 1987–20212023-11-072023TWOProject MUSE®849632026-05-19T00:00:00-05:002023-11-07The Quantitative Debt Owed to Africa: A Call to Action
https://muse.jhu.edu/article/911267
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Higher education institutions (IHEs) have situated themselves as quantitative knowledge locales with their vast human and material resources. Data science is popularly defined as an interdisciplinary field that uses quantification and statistical inference to produce knowledge. The analytical discipline is framed as an effective method to inform policy creation (Shahjahan, 2011) and yield capitalistic upward mobility (Broaden & Crowley, 2012). However, these frames elide the fact that key data science infrastructure rests on the exploitation of African workers. The geographic location of the Democratic Republic of Congo (DRC) is a major source of materials used in technologies that produce knowledge from data
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Project MUSE®https://muse.jhu.edu/2026-05-19T00:00:00-05:00https://muse.jhu.edu/journal/783/image/coversmallThe Quantitative Debt Owed to Africa: A Call to Action2023-11-07text/htmlen-USThe Quantitative Debt Owed to Africa: A Call to Action2023-11-072023TWOProject MUSE®416192026-05-19T00:00:00-05:002023-11-07