Sensemaking in Turbulent Contexts: African Student Leadership in a Postcolonial Context

Karikari, Eric; Brown, Christopher

doi:10.1080/10510974.2018.1472126

Cited by 4 publications

(2 citation statements)

References 29 publications

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“…These spiritual values shape the basis of her worldview and direct her actions. The criticisms and campaigns led to her imprisonment and extreme humiliation, but her emplaced rhetoric and characteristics as a major peacebuilder in the environment and social justice realms also helped her gather mass attention, including from university students, the press, and renowned international organizations that led to canceling the project (Karikari and Brown 2018).…”

Section: Maathai's Indigenous and Critical Approach To Environmental ...mentioning

confidence: 99%

Colonial Invasion and Environmental Degradation in Wangari Maathai's Unbowed: A Memoir

Rawat

Gaurav

2023

Hypatia

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The consequences of colonization have been linked to dehumanizing effects on a given people, but they can also be linked to a discourse that favors “depletion” of natural resources as their “utilization.” This article examines colonization as a subtle process of cultural devastation and ecological hegemony in the light of the memoir Unbowed by the late Nobel laureate from Africa, Wangari Maathai. 1Apart from framing the entire discussion with regard to the impact of colonization on environmental degradation, it also provides a glimpse into Maathai's life and works. We have attempted to analyze her thoughts and the efforts shared in her autobiography regarding the conservation of nature and natural resources, from her experiences stretching from the colonial to the postcolonial era.

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Section: Maathai's Indigenous and Critical Approach To Environmental ...mentioning

confidence: 99%

Colonial Invasion and Environmental Degradation in Wangari Maathai's Unbowed: A Memoir

Rawat

Gaurav

2023

Hypatia

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“…These types of outcomes unfurl within leadership environments, whether organizational or communal, where Black students directly benefit from program planning, community service endeavors, joining Black Greek letter organizations and forming academic enclaves where scholarly persistence takes place. To illustrate, identity-based organizations serve as ethnic enclaves where African and African American student collaboration takes place about a range of topics to include collegiate navigation and cultural advocacy for racially pertinent issues on their campuses and abroad (Karikari & Brown, 2018). Furthermore, the practice of being a leader yields positive communal outcomes for Black students in elected, appointed and volunteer leadership roles where they learn to construct and communicate an organizational vision, fulfill the group mission, and even how to avoid blatant racism and microaggressions when interacting with White peers at Predominantly White Institutions (PWIs) (Harper, 2015;Lee & Hopson, 2019;D.…”

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confidence: 99%

Translanguaging as a Gateway to Black Immigrant Collegians’ Leadership Literacies

Hotchkins¹,

Smith

2020

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Previous research suggested that first- or second-generation African immigrants comprised nearly a third of Black students attending selective U.S. colleges. While research frames the involvement of Black immigrant collegians as distinctly different from African American peers as it pertains to family goals, relationships, ethnic identity, and academic achievement, little is known about the ways in which Black immigrant collegians experience the perceptions of others about their literacy achievement in the academy. Purpose and Research Design This qualitative narrative inquiry applies CRiT walking in concert with translanguaging to examine the epistemological perspectives of six second-generation immigrant African male collegians experiencing structural placism and using academic literacies as they traverse a Hispanic-serving institution in rural Texas. Conclusion Structural racism excludes students of color from learning and leadership opportunities at predominantly White institutions. Our findings show that participants who used translanguaging by invoking two specific forms of linguistic repertoires, English standardized and cultural nonstandardized, to proactively respond to structural placism. Furthermore, participants associated being multilingual with race and leadership positionality in academic, organizational and cultural spaces. Moreover, African immigrant male collegians spoke of utilizing racially homogenous academic (e.g., study groups) and historically Black cocurricular organizations as spaces to engage in culturally safe ways that validated their intellectual and ethnic identities.

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Responsive pedagogical love as mitigation against antiblackness

Hotchkins

2021

International Journal of Qualitative Studies in Education

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Sensemaking in Turbulent Contexts: African Student Leadership in a Postcolonial Context

Cited by 4 publications

References 29 publications

Colonial Invasion and Environmental Degradation in Wangari Maathai's Unbowed: A Memoir

Colonial Invasion and Environmental Degradation in Wangari Maathai's Unbowed: A Memoir

Translanguaging as a Gateway to Black Immigrant Collegians’ Leadership Literacies

Responsive pedagogical love as mitigation against antiblackness

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