PRODUCTS

We STILL be lovin’ Black children.
Not sometimes.
Not conditionally.
Not when it is convenient.
We loved them in the past.
We love them now.
We will love them in the future.

In this expanded second edition, We Still Be Lovin’ Black Children: African Diaspora Literacy, A Divine Ancestral Charge, leading scholars, educators, and community leaders deepen the call to center African Diaspora Literacy as a foundation for healing, identity, and collective thriving. Across classrooms, homes, and communities in the United States, Africa, and the Caribbean, contributors offer practical strategies, critical questions, cultural frameworks, and affirming activities that protect Black children’s spirits while nurturing their brilliance.

At a time when Black histories are distorted, erased, or politicized, this book insists on truth-telling rooted in love. Grounded in African Indigenous Knowledge, Adinkra principles, intergenerational wisdom, and Pro-Black educational practices, authors demonstrate how literacy about the African diaspora is essential.

This edition includes new chapters, updated chapters, expanded global perspectives, new resources for families and educators, and timely guidance for confronting anti-Blackness in schools, media, and public discourse.

To love Black children is to teach them who they are.
To teach them who they are is to protect their souls and spirits.
To protect their souls and spirits is to secure our collective future.
This is a love book.
This is a liberation book.
This is an urgent book.

Perfect for courses such as: Foundations of Education; Black Education; African Studies; African American Studies; Introduction to Early Childhood Education;

Decoloniality and African Education is a vibrant and vital collection of essays that addresses the challenges, possibilities, and responsibilities for the future of de- and anti-colonial African education as it is taught in universities in the U.S. and Canada, particularly in Colleges of Education. It looks at the ways in which African education is taught in these countries, and how the curriculum for the topic is influenced by colonialization, thus restricting or removing altogether the essence of Africanness from the content of classes.

The themes of this book go beyond the mere rhetoric of decolonialization by creating specific approaches to dismantling colonial educational systems in North American universities as well as in Africa itself, creating a new environment for African education duly informed by local cultural resource knowing, known from grounded everyday practices of authentic African educators. In other words, it is a revision of educational practices informed by what educators know and are doing for the lessons in envisioning schooling and education in North America and Africa.

African educators are urged to think through solutions specific to the problems and challenges in schools today, and to meet the call of our times to provide education to young learners that not only empowers them, but also provides them with background knowledge, cultural grounding, and specific lessons that will enable them to craft their own futures. So how do we “do” decolonial education from the standpoint of African educators and learners everyday schooling practice and knowledge? Decoloniality and African Education argues that a careful embrace of African Indigenous and cultural knowings determine the successful response to this question. It engages both the “decolonial” and the “anti-colonial,” with a reading that the “decolonial” (as many have pointed out, see Parry, 1994) is a process and a path toward an end, which is the goal of the “anti-colonial” (see Dei, 2022).

Decoloniality and African Education is essential reading for students and scholars committed to the improvement of educational outcomes for African American students. It’s a book that empowers educators and raises awareness about African-based teaching environments. It can be used in a variety of courses, including African Studies, African Development, Anti-Colonial Thought and Indigenous Knowledge, and the Pedagogical Implications of Decolonization.