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This research study focuses on fifth-grade African American students who attend an all-Black charter school whose administration and teachers are committed to providing Black history instruction throughout the year. To fulfill the school's mission, the teachers integrate additional resources into the curriculum that includes lessons and activities about Black history. Therefore, the study sought to answer the following question: How does learning Black history throughout the school year impact African American fifth-grade students' self-esteem and positive self-image? The authors examined student work, conducted observations and listened as the participants engaged in critical discussions about race and racism.

Way to Go (WTG) is a K-12 public charter school located in an urban mid-size city in Florida, with a 100% Black student population; all WTG students receive scholarships and free lunch. The 15 participants in this study self-identified as African American fifth-grade students. The authors conducted a qualitative research study that included 13 observations, an analysis of five student work samples and a focus group interview with seven students. They used interpretative phenomenology to gather African American fifth-grade students' experiences and their interpretations of these experiences (Moustakas, 1994) while acquiring information about Black history.

The themes that emerged are it's time to go, unsung heroes and Black history is exciting. In the first theme, they learned why Blacks migrated from the South to northern cities and understood why it was time for them to go. Next, they explored the history of unsung Blacks who inspired them to think about a variety of careers to pursue. Finally, they were excited to learn Black history because they understood the importance of learning this history in order to grapple with current events, and they recognized that knowledge of this history would improve their self-worth and life choices.

WTG charter school exemplifies what schools should attain for regarding the teaching of Black history. Since elementary school provides the foundation for learning, it is the best time to teach African American students about self-esteem and what it means to be proud of their Blackness. The fifth-graders in this study exemplified how African American students take pride in their history and have a positive sense of self-worth when taught Black history. Black history lessons and activities such as the ones utilized in WTG school will benefit African American students and contribute to their success as students.

The function for the historically Black college and university (HBCU) has always been a hallmark of resolve educational inclusion and justice to promote the Negro identity, and develop social and economic mobility. Yet despite diversity, equity, and inclusion (DEI) determinations popular today, the authors contend that to cater to subpopulations outside of the Black community creates a marginalization and distraction from their historic purpose and legacy. As a necessary function of relevance, the focus of underserved populations on HBCU campuses should, instead, unwaveringly remain on African-Americans, descendants of slaves (DoS). We empirically examine HBCU academic curricula for African-American consciousness that is forward thinking for community advocacy and social justice. Research findings of HBCU course catalogs (N = 98) describe a very limited scope of course titles and descriptions that appear to cultivate intellectual tools to engage in racial and ethnic self-advocacy as a vital role for continued survival. The authors contend that the relevance of HBCU institutions cannot be fully realized and promoted absent a comprehensive understanding of the educational and socioeconomic status of the African-American population. Discussed are the implications and recommendations of how HBCUs will be able to retain their uniqueness and viability of purpose, including the application of social reconstructive theory in practice, as a theoretical framework.

States that there has been a recent explosion in the publication of reference works in the field of African American studies which indicates the mature field of scholarship being achieved in this area. Provides a bibliographic guide for those wishing to identify and use research tools for studying African American literature.

In light of data highlighting African American males’ achievement in civics, geography, and U.S. history, this chapter presents a study on African American males’ educational outcomes in social studies. Based on the findings, this chapter offers recommendations for improving educational practice and policy in social studies.

The abolition of slavery in the British Empire demanded a complete transformation of the global legal and political order. Focusing on British India, this chapter argues that this restructuring was, in and of itself, a vital racial project that played out on a global stage. Examining these dynamics over the nineteenth century, I trace how this project unfolded from the vantage point of the Bombay Presidency and the western coast of India, tightly integrated into Indian Ocean networks trading goods, ideas, and, of course, peoples. I show how Shidis – African origin groups in South Asia and across the Middle East – were almost the sole subjects of British antislavery interventions in India after abolition. This association was intensified over the nineteenth century as Indian slavery was simultaneously reconfigured to recede from view. This chapter establishes these dynamics empirically by examining a dataset of encounters at borders, ports, and transit hubs, showing how the legal and political regime that emerged after abolition forged novel configurations around “race” and “slavery.” Documenting these “benign” encounters shifts attention to the racializing dimensions of imperial abolition, rather than enslavement. Once “freed,” the administrative and bureaucratic apparatus that monitored and managed Shidis inscribed this identity into the knowledge regime of the colonial state resulting in the long-term racialization of Shidis in South Asia, the effects of which are still present today.

The purpose of this paper is to show, with reference to the writings of important decolonization theorists and liberationists, how Nazism in Europe and the establishment of the UN had a significant impetus in awakening the sense of injustice in colonised peoples in Africa and the Lesser Antilles. Colonized peoples were denied human rights through a process of dehumanization, which involved seizing “native” histories and representing them as backward, depraved and savage, awaiting the arrival of European civilization. Marxism, further supported this narrative by denying that “primitive” peoples had histories, and being unable to account for race and racism because of its emphasis on class. Colonization evolved, not into decolonization, but neo-colonialism because of the complicity of “native” bourgeois elites.

The methodology combines historical narrative with theoretical insight from the point of view of the colonised, such as Fanon, Cabral, Mimmi, Ceasare, Nkrumah, etc. It is hermeneutic in its methodology.

Peoples of the Lesser Antilles and Africans were dehumanized; denied human rights; and dehistoricized. Prominent liberation theorists develop these themes and reject elements of Marxism in order to reflect the unique experiences of the colonised. Colonization gets under the skin of the colonised and persists in contemporary societies. Colonization was replaced by neo-colonialism, not decolonization.

The implications are to bring to the fore the importance of colonialism in relation to western practises of anti-Fascism and the promotion of human rights, while perpetrating Fascist modes of behaviour and denying human rights in colonised countries. Far from being simply an historical phenomenon the insidious implications persist.

The demonstration of how deep the roots of colonialism go, and how difficult the task of decolonization has become as a consequence of systematic western “penetration”.

It looks at colonialism and its widespread injustices through the activists who suffered at the hands of a system of rule based exploitation and dehumanization effected not only by seizing their land, but also their history language and culture, ensuring that decolonization became transformed into neo-colonialism.

Women of Power Revisited: African Women in Leadership through the Ages, Space, Time, and Governance chapter provides an overview of what Africa has witnessed as the world's greatest civilizations through the stories of four of her Queens. The chapter examines women in leadership positions in ancient Africa: namely, Makeda, referred to as Queen of Sheba; Queen mother of Ejusu, Yaa Asantewaa of Ashanti; Queen Nzinga of Angola; and Hatshepsut. Africa has an indomitable spirit that consists of different forms of texts representing the rich diversity that constitute the great civilizations and empires the world has ever had. The chapter challenges the perpetuated notion that Africa is mostly jungle and uninhabited except for Egypt. It is this stereotyped image of Africa that prompted us to write about the four African Queens to illuminate salient features of African Indigenous women in leadership and how it can be applied in contemporary institutions.

The discussion is anchored on spirituality and womanism as our discursive frameworks. We also evoke creation stories which provide the essence of beginning of settlements of humans on our planet earth with particular focus on African Indigenous women's contribution to leadership. In addition, the chapter highlights the colonial oppression, and the current colonial legacies that she is struggling to deal with, including political and economic leadership. The emphasis is to disavow the Eurocentric and colonial fallacy that Africa is without history, without structure, and without kings and queens. This cannot be done without understanding the beginning of African-centered leadership. It is with this understanding that chapter embarked on the journey or path of decolonizing leadership models in our institutions.

The development of banking in Africa followed the demand of exchange networks from traditional indigenous economies to colonial exchange with the European world. The establishment of European banking institutions reflected the needs of the capitalist economy introduced by colonialism. The banking management of late nineteenth century and early twentieth century European banks adhered to the interests of shareholders. This chapter shows the emergence of well-managed banks in Africa, but after decolonization the political economy of African independence resulted in state capturing of financial institutions in most African countries. The South African banking system developed in close adherence to the British model. State-owned post-independence banks in Africa failed to deliver the development envisaged. The chapter shows the adverse impact of global economic developments on Africa, resulting in high debt levels. Structural adjustment of African economies and new market-oriented policies allowed the development of locally owned private banking institutions. The high-cost structure of the formal banking system from the dominant South African banks incentivised the mobile money innovation, an arena where African entrepreneurs lead global markets. Financial inclusion remains low in Africa.