New Book by Lehman Professor, Immaculée Harushimana, About African-born Students in American Schools

African Immigrants’ Experiences in American Schools: Complicating the Race Discourse
By Shirley Mthethwa-Sommers and Immaculee Harushimana

Immaculée Harushimana is associate professor of TESOL and English education at Lehman College, City University of New York. Her new book, written with colleague Shirley Mthethwa-Sommers, focuses on African-born students in American schools.

ABOUT THE BOOK:
As the number of African-born students in American schools increases, it is important that schools enlarge the circle of diversity to include African-born students who are rendered invisible by their skin color and continent of origin. African Immigrants’ Experiences in American Schools: Complicating the Race Discourse is aimed at filling the gap in the literature about African-born students in American schools. This book will not only assist teachers and administrators in understanding the nuanced cultural, sociological, and socio-cognitive differences between American-born and African-born students; it will also equip them with effective interpersonal teaching strategies adapted to the distinct needs of African-born students and others like them. The book explores in depth salient African-rooted factors that come into play in the social and academic integration of African immigrant students, such as gender, spirituality, colonization, religious affiliation, etc. The authors examine American-rooted factors that complicate the adaptation of these students in the US educational school system, such as institutional racism, Afrophobia, Islamophobia, cultural discontinuities, curricular mismatches, and western media mis-portrayals. They also proffer pedagogical tools and frameworks that may help minimize these deleterious factors.

ABOUT THE AUTHORS

Shirley Mthethwa-Sommers is associate professor of social and psychological foundations of education at Nazareth College in Rochester, New York, where she also serves as director of the Center for Urban Education.

Immaculée Harushimana is associate professor of TESOL and English education at Lehman College, City University of New York.

BOOK REVIEWS

This myth-dispelling call-to-action belongs in the lap of every teacher of African-born students. But its pervasive Ubuntu philosophy, comprehensive illumination of the multiple dimensions of the African immigrant experience, and prescriptions for best practice in instruction will inspire and guide all educators. Theoretical and practical in equal measure, it lays the foundation for a richer, more diverse, and therefore stronger democracy in America. I know that I will be quoting it and stealing ideas from it in my work. Using proverbs to help students grasp science concepts: Priceless!
— Dale Worsley, Education Consultant

A long-overdue, meticulous analysis of the invisibilization and marginalization of African-born students in the US, with a comprehensive set of suggested pedagogical solutions. A must-read for education professionals working with this population.
— Otieno Kisiara, Nazareth College

Mthethwa-Sommers and Harushimana have filled a void in the literature with their elucidation of the lived experiences of African immigrants. This significant book illuminates the experiences of a population that has been rendered invisible within schools in the US. It is essential reading for educators as it provides insights into the vast cultural and linguistic differences among students categorized as Black and the implications of these differences for providing equitable education for all students.
— Zaline Roy-Campbell, Syracuse University