Annette Henry

Associate professor in the department of curriculum and instruction, College of Education, University of Illinois at Chicago. She has conducted research in Canada and the United States on Black women teachers'and mothers' epistemology and practice. In her most recent work, she has been doing research on the education of African Caribbean/African American girls as well as conducting a reading/writing/discussion group with young adolescent girls from the Caribbean. Along with Joyce King, she is co-director of the on-line research institute.

Fannie Haughton

Dr. Haughton has been an educator for the past 32 years in various positions. She has worked as a classroom teacher, an educational policy analysis for the Mayor of Oakland, and as an International Educator in Grenada, W. I. Her community service has spanned a range of projects in the City of Oakland, including school reform projects sponsored by the Urban Strategies Council and Marcus Foster Institute, programs engaged in school reform efforts. Professor Haughton’s research interest includes investigating the influence of culture on learning and the ways in which teachers construct knowledge. She is a professor in the Teacher Education Program, at UCLA

Mwalimu Shujaa

Dean of the School of Liberal Arts and Education and Assoc. Professor, Medgar Evers College. Research focus: racism and resistance in the schooling of African children on an international scale; Afrikan-centered schools in the US and the Black supplementary schools movement in London. Publication: Afrikan Mothers: Bearers of Culture, Makers of Social Change. Albany, N Y: SUNY Press., 1998.

Cirecie West-Olatunji

Assist. Prof., Counselor Ed., Xavier Univ. of Louisiana and Clinical Director, Univ. of New Orleans Xavier Univ. Joint Research Centers for Multiculturalism & Counseling. Specializes in culture-centered counseling interventions. Pertinent publication (co-authored): S. Cronin, L. Derman-Sparks, S Henry, C Olatunji, & S. York (1998). Future vision, present work: Lessons from the culturally relevant anti-bias education leadership project. St. Paul, MN: Redleaf Press.

Nah Dove

Assoc. Professor, Depart. of Interdisciplinary Studies, Medgar Evers College. Research focus: racism and resistance in the schooling of African children on an international scale; Afrikan-centered schools in the US and the Black supplementary schools movement in London. Publication: Afrikan Mothers: Bearers of Culture, Makers of Social Change. Albany, N Y: SUNY Press., 1998.

Petronilha B.G. e Silva

is Professor of Education, Federal University of São Carlos, Brazil.

Terezhina Machado Juraci de Silva

teaches Children’s Literature in the Teacher Education Program at the Faculdades Integradas Ritter Dos Reis (College) in Porto Alegre, Brazil.

Ibrahima Seck

teaches history at Lycée Blaise Diagné, in Dakar, Sénégal.

 

Dr. Hassimi Oumarou Maiga

Professor and Senior Researcher on the faculty of the National Ministry of Higher Education's doctoral and master's degree training institute, ISFRA, in Bamako, Mali. He is also Founding President of BERADA, the Office of Applied Research and Development in Africa, which is based in Gao, northern Mali. At L'ISFRA Dr. Maiga teaches graduate courses in curriculum theory, the history of education, and the psycho-social foundations of education and he supervises the research of master's and doctoral students in these fields. Dr. Maiga is a specialist in curriculum and psycho-pedagogy. His formal training includes language teaching, social psychology, and philosophy. He speaks Songhay, Bambara, French and English. He holds a master's degree in International Development Education from Stanford University and a doctorate in the Human Sciences: Letters and Education from the University of Caen, France. In the US Dr. Maiga taught French and French civilization and introduced a new course on Songhay Language and Culture at Southern University at New Orleans. He has developed innovative teaching methods and materials, including the "Our Africana Heritage Socio-cultural Chart" and the language textbook, Conversational Songhay Language of Mali, West Africa. Other publications include articles and books on the Gao School Museum, an innovative approach to holistic teaching and learning that bridges curriculum content, culture and the classroom.