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8/8/2019 Preparing Afrikana Studies Students for Leadership in Continental and Diasporan Nation Building
http://slidepdf.com/reader/full/preparing-afrikana-studies-students-for-leadership-in-continental-and-diasporan 1/15
RECOMMENDATION FOR A SHORT COURSE IN
PREPARING HIGHSCHOOL & AFRIKANA
STUDIES STUDENTS FOR LEADERSHIP IN
CONTINENTAL AND DIASPORANNATIONBUILDING
DR. AMBAKISYE-OKANG DUKUZUMURENYI1
INTRODUCTION
PURPOSEThe purpose of this report is to recommend the development of
a short course aimed at preparing high school juniors and seniors and
Africana Studies undergraduate and graduate students for leadership
in Afrikan continental and Diaspora nation-building.
PROBLEM
Africana Studies has always had a strong activist orientation
aimed in the words of Nathan Hare at providing solutions to “…the
problems of the race.” In order to do this a revolutionary type of
Afrikan must be produced; one who is “…capable of solving problems
of a contagious American society.” With such a focus Africana Studies
1Dr. Dukuzumurenyi holds a Masters of Public Administration Degree and a Doctorate in Public Policy
Analysis from the Nelson Mandela School of Public Policy & Urban Affairs at Southern University A & M
College, Baton Rouge, Louisiana. His research interests include Afrikan and Diasporan Liberatory
Education Delinking from the West, Nation-Building, and Afrikan/Diasporan Economic/Community
Development.
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maintains its relevancy for as Hare states, “…a Black education which
is not revolutionary in the current day is both irrelevant and useless.2”
While a perusal of Africana Studies programs across the nation
show a multitude of courses centered on the cultures, history,
languages, and geography of the civilizations of Afrika in keeping with
a portion of the mandate set for itself by Africana Studies at its
inception and the existence of community outreach programs in some
shape and form, there is a dearth of courses which emphasize the
preparation of future leaders with the large scale problem solving skills
necessary to provide comprehensive solutions to the problems of the
global Afrikan population. Comprehensive problem solving skills are
generally emphasized in the state management disciplines of Public
Policy and Public Administration the language of both being Macro and
Micro-economic analysis and Strategic Planning & Management;
disciplines which have yet to be grafted onto the periphery of Africana
Studies, let alone incorporated into the disciplinary core.
The myriad problems faced by the Afrikans of the Diaspora and
the Continent require leaders be prepared who are well versed not
only in the culture, history, languages, and geography of Afrikan and
2 Nathan Hare, “What Should be the Role of Afro-American Education in the
Undergraduate Curriculum?” Liberal Education, 55, 1 (March, 1969) pp. 42-50.;Maulana Karenga, Introduction to Black Studies (Los Angeles: University of Sankore
Press, 2002) pp. 17.
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Diaspora Civilizations but also skilled in conflict resolution, strategic
planning and management, city planning, public administration,
economics, entreprenuership and nation-building ethics that the
definition of the discipline as offered by Nathan Hare may be fully
realized. It is to this end that the proposed recommendation is made.
SCOPE
This report provides an overview of the Instructional
Methodology of the short course and Session Topics.
INSTRUCTIONAL METHODOLOGY
Viewing free sound inquiry as the foundation of democratic
living, this methodology has the established objective of producing
effective professionals and scholars.3 This will be achieved while
providing students with the highest level of academic knowledge in the
midst of instilling the attributes of diligence and persistence. It is my
3 Jacob H. Carruthers, MDW NTR: Divine Speech A Historiographical Reflection of
African Deep Thought From The Time of the Pharaohs to the Present (Lawrenceville,NJ: Red Sea Press, 1997)
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intention to accomplish this through sound systematic teaching
methods4.
As such, to ensure students will receive the analytical
foundations necessary to become successful in future national,
economic, community professional or academic pursuits, as well as in
civic and social settings, the instructional methods are drawn from
problem-based and cooperative learning theory. With these methods,
students can be developed into positive contributors to the global
community. The methods fall under the rubric of Analytical and
Conceptual Methodology, Self-reflective Evaluative Methodology,
Experiential/Experimental Methodology, and Integrative Synthesis
Methodology.
These methodologies of instruction are balanced with a strong
lecture and student centered discussion model. Thereby allowing for
4 John Dewey, Democracy and Education An Introduction to the Philosophy of Education (New York: MacMillan Co., 1916) pp. 211. “Method is a statement of theway the subject matter of an experience develops most effectively and fruitfully. It
is derived, accordingly from observation of the course of experiences where there is
no conscious distinction of personal attitude and manner from material dealt with.The assumption that method is something separate is connected with the notion of the isolation of mind and self from the world of things. It makes instruction a
learning formal, mechanical, constrained. While methods are individualized, certainfeatures of the normal course of an experience to its fruition may be constrained.While methods are individualized, certain features of the normal course of an
experience to its fruition may be discriminated, because of the fund of wisdom
derived from prior experiences and because of general similarities in the materialsdealt with from time to time. Expressed in terms of attitude of the individual the
traits of good method are straightforwardness, flexible intellectual interest or openminded will to learn, integrity of purpose, and acceptance of responsibility for the
consequences of one'’ activity including thought.”
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adequate student participation in the intellectual stimuli of the
educational process with synthesis and guidance of diverse responses
and ideas taking place under my guidance. Moreover, the learning
experience is enhanced through the use of the latest instructional
media technologies. These include but are not limited to non-
projected visuals such as models, pictures, and field trips; projected
visuals; audio media; computers, interactive video, television and
DVDs5.
The analytical and conceptual methodology is centered on theory
and practice-guided reading materials. The intention here is to
improve student literacy through a variety of literacy strategies
designed to “…assist students in mastering vocabulary, comprehending
difficult texts, studying, and evaluating what they read.6” These
strategies will be carried out with my being aware of the social context
in which the instruction will take place. Literacy is more than just
reading, it is comprehension of materials within a historical and social
context7. If words are read within a void absent historical and social
context then a degree of illiteracy still exists. The instructional
5 Robert Heinich, Michael Molenda, and James D. Russell, Instructional Media and theNew Technologies of Instruction (New York: Macmillan Publishing Company,1993)
6 John E. Readence, Thomas W. Bean and R. Scott Baldwin, Content Area Literacy An
Integrated Approach (Dubuque, Iowa: Kendall/Hunt Publishing Company, 1995)pp.9.
7 Ibid. pp. 5-9.
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methodology that I use takes this into account. This methodology is
applicable to all areas of instruction and amenable to all content areas.
The self-reflective evaluative methodology uses journal entries,
case study analysis, and socio-philosophical quotes to assist the
learner in the self -development. To do so this methodology guides
the learner in developing a multidisciplinary view of himself and his
surroundings. The skills emphasized include critical self-analysis
evaluation and reformation. A socio-historical paradigm is presented
which includes all areas of learning. The following diagram provides
an illustration8.
The self-reflective evaluative methodology as illustrated places
the student at the center the self-development process. The student
8 James A. Banks, Teaching Strategies For Ethnic Studies (Boston: Allyn and Bacon,Inc., 1987) pp. 52-53 This model is an adaptation of Banks model of an effective
multiethnic curriculum.
Learner
Decision-Making &
Social Action
Focused
Concepts &Perceptions
A Process of Self
DevelopmentComparative
Analysis
Inter-disciplinary
Analysis
Broad Concept of
Environment
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approaches his development from an interdisciplinary perspective. In
particular the student is guided in applying various concepts to his own
development of perceptions of his or her-self and the world around
them. Including historical and contemporary world cultural
experiences into the process of self-development further broadens the
student’s conceptualization. Each is considered in a comparative
analysis considering the similarities and differences and evaluating
utility. Along with self-development, the student is expected to
manifest improved decision-making skills and a renewed interest in
social, community and national action.
The experiential/experimental methodology approaches the
learning endeavor through the use of group project simulations of
ancient and contemporary real world scenarios. The use of both past
and present scenarios will enhance the student’s ability to identify
similarities and differences through the use of such reasoning
strategies as comparing, classifying, creating metaphors, and creating
analogies. Integrated within this approach is the student’s use of
graphic organizers as well as stimulation of other right brain thought
process. This method also incorporates cooperative learning
strategies.
Cooperative learning strategies allow for a serious active
learning endeavor, which utilizes the whole person in the process of
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learning. The student in the group scenario will engage in
collaborative, team and problem-based learning tasks each designed
to improve individual and group oriented working skills. This
methodology is of importance as it allows the student to gain hands on
understanding of interdependence, human contact skills in a working
environment, personal responsibility and self-accountability, and
serious self-reflection, within the group setting, which allows for
comparative assessment as well.
The integrative synthesis methodology makes use of policy
research projects. These projects will be public policy oriented which
means inclusive of social policy, community improvement policy,
economic/business policy, educational policy, and health policy. All of
these are components of Nation-Building-infrastructure development
or redevelopment, social institution formation or reformation and
economic development or redevelopment to name just a few. Below is
an example of the type of models employed within the integrative
synthesis methodology.
Problem Solution Model9
1) Problem Identification & Definition
9 Clarke E. Cochran, Lawrence C. May, T. R. Carr and N. Joseph Cayer, American
Public Policy An Introduction (New York: St. Martin’s Press, 1993); Thomas R. Dye,Understanding Public Policy (Upper Saddle, New Jersey: Prentice Hall, 1998); James
E. Anderson, Public Policymaking (Boston: Houghton Mifflin Company, 1997)
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A. Identify & define the Problem: substantiate that a problem
does in fact exist.
B. Determine whose Affected by the problem.
1. Stakeholders
2. Actors (Government institutions, media, interest groups,and community residents)
C. What’s been done thus far to solve the problem (existing
policies, these may be government policies or private policiesinitiated by community activist/interest groups, etc.)
2) Goals
A. Define Alternatives (Include Existing Policy) The alternativesare possible solutions to the problem.
B. Relevant Criteria to be considered:
1. Political Feasibility
2. Economic Feasibility
3. Social/Cultural Feasibility
4. Administrative Feasibility
5. Technical Feasibility
6. Other possible feasible concerns: political realities,the cost and benefits associated with the alternative
and time constraints.
3) Selection
A. Choose a single or multiple alternatives to solve the problem.The solution choice or choices will be influenced by the best
choice; short and long-term characteristics associated with thesolutions and the amount of time to implement and then
evaluate it to see if it has worked.
4) Implementation
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A. The enactment of the solution. Implementations areinfluenced by discretion, the clientele to be served or helped and
time itself, along with other social and economic realities.
5) Adjudication
Determine the legality of the solution proposal. Does it violate
any civil or moral law? Is it a bad policy? Is what is being done
meeting what the solution proposed to do?
6) Evaluation
A. Did it Work?
B. Is there a cheaper more effective way to solve the problem and
get the same or better results?
7) Decision
A. Maintain the policy.
B. Modify the policy.
C. Terminate (and find a new solution) because the policy failed
or problem ended.
In the interest of developing an academic atmosphere where
students can participate in the search for answers to the vexing
problems of the subject matter and their individual and collective lives,
each class period where the Integrative Synthesis Methodology is
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employed will begin with a lecture. The lecture will be followed by a
discussion of relevant concepts and methods followed by the practical
application of concepts and methods to problem situations drawn from
historical and contemporary local, state, national and international
media sources. The practical application occurs within small groups-
group projects, allowing students to gain experience with cooperative
work, which is useful to all future endeavors.
The group work will also provide opportunities for the student to
practice combining a variety of perspectives and skills to solve
problems, thereby reinforcing the spirit of synthesis, integration and
compromise. Case studies will include computer laboratory sessions
that will provide the students with further learning opportunities with
relevant electronic information sources, while improving their skills
with technology. Each session will conclude with an informal summary
of group progress on projects, and self-reflection on learning. This
student reflection will be recorded in the student’s journal. Under the
integrative synthesis methodology the objective will include getting the
students to understand the socio-historical and cultural determinants
of problems and its major issues and relationships to their daily lives.
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SHORTCOURSE TOPICS
1. Afrikan Conflict Resolution: Strategic Management and Mitigation
2. Afrikan Economic Policy and Institutions: Delinking, Integration,
and Continental/Diaspora Development
3. Afrikan Continental & Diaspora Education: System Design Instead
of System Improvement [System Design- A creative process that
questions the assumptions on which old forms have been built. It requires
a completely new outlook and approach in order to produce innovative
solutions. The perspective grows out of the Systems Paradigm. It is
extrospective- its proceeds from an understanding of the super-ordinate
system outward; System Improvement- based on introspection- start
inward from the system to its elements and reason that the solution lies
within its boundaries. This offers limited choices and looks for causes of
malfunctions within system boundaries. Tends to justify systems as ends
in themselves without considering that a system exists only to satisfy the
requirements of larger systems in which it is itself included]
4. Afrikan Agriculture & Agribusiness
5. Afrikan Legal & Institutional Reform
6. Afrikan Financial Sector Reform
7. Which Way Afrika: Privatization, Public Management or
Communalism
8. Afrikan Domestic/International Trade & Investment
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9. Afrikan Micro-Enterprise Development
10. Afrikan Enterprise Development & Competitiveness
11. Afrikan Environmental Policy, Planning, & Management
12. Afrikan Natural Resource Management
13. Afrikan Community & Economic Development
14. Afrikan Job creation
15. Afrikan Urban & Regional Planning
16. Afrocentric Democracy & Governance: Election Assistance,
Political Party Development, Human Rights, Administration of Justice,
Local Government and Legislative Development, Incorporating Traditional
Institutions and Socio-Civil Society Strengthening
17. Afrikan Infrastructure Development
18. Afrikan Rural Economic Advancement
19. Afrikan Village Level Development
20. Afrikan Organization Design, Behavior, & Change
21. Afrikan Public Administration: Introduction to the basic functions
of city administration emphasizing the peculiarities of the Afrikan Neo-
colonial experience; and integration of traditional and rural administrative
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institutions. Focus on how to organize/reorganize Departments of Public
Works & Health Management so as to either, establish, fix or maintain
basic city services. Discussion of efficient and effective methods for
organizing/reorganizing Afrikan local economies to support ethically based
production, transport, and consumption of goods and services.
22. Afrikan City Planning
23. Economic Analysis Applied to Afrika & the Diaspora
24. Afrikan Ethics
25. Afrikan Continental/Diaspora Entrepreneurship: Emphasizing
Creativity, Organization & Marketing Techniques in Afrikan Business
Development.
A. Entrepreneurship Skill Assessment
B. Identifying Business Opportunities & Goal Setting
C. Business Plan Development
D. Assessing Market Needs
E. Financial Plan Development
F. Business Location
G. Marketing: Product, Distribution, Price, SWOT
H. Personnel Management
I. Record Keeping & Financial Management
J. Technology
K. Business Growth: Assessing Afrikan Needs & Global Trends
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26. Applied General Systems Theory: The Afrikan Public Setting
27. Critical & Creative Thought
28. Strategic Planning & Management
29. Afrikan Indigenous Institutions: Pre-Colonial Social Systems,
Legal Institutions, Political Institutions, Kingdoms, Government in Afrikan
Empires, Economic Systems, Colonial Era, Neo-Colonial Era
30. Hunger in the Afrikan Context: Types of Hunger, Solutions
31. Corporate Planning
32. Afrika & The International Trade Regime: Structural Conflict