This book makes a critical contribution to the study of pan-Africanism and the education of African people for continental African citizenship. It is a unique endeavor in that it intersects the social history of pan-Africanism and the education of African people at a 'global' level and provides reflections from a multidisciplinary perspective on the urgency for continental pan-Africanism educational system in order to produce a more renascent African for the twenty-first century. Arguing that Pan-African Education is a mass-based educational system that will ‘craft’ a pan-African African personality, John Marah calls for integrated African school systems and curriculum changes conducive to larger social integration and institutionalized pan-African educational processes. The establishments of pan-African Teachers Colleges; intensive language institutes; pan-African literature courses; the training of African military and police forces; the use of music, sports, media and other extra-curricular activities (the hidden curriculum), etc.; are viewed as essential aspects in the socialization of a pan-African character or personality. Pan-African Education is an essential read for students and scholars of Pan-Africanism, African and Africana Studies, and Black Studies.

Contending that African educational institutions, especially those designed for the achievement and maintenance of African unity, will not fail, this text describes and explains the perpetuation of the concept of African unity through education and how to materialize that unity.

With forty accessible essays on the key intellectual contributions to Pan-Africanism, this volume offers readers a fascinating insight into the intellectual thinking and contributions to Pan-Africanism. The book explores the history of Pan-Africanism and quest for reparations, early pioneers of Pan-Africanism as well as key activists and politicians, and Pan-African philosophy and literati. Diverse and key figures of Pan-Africanism from Africa, the Caribbean, and America are covered by these chapters, including: Edward Blyden, W.E.B. Du Bois, Marcus Garvey, Amy Ashwood Garvey, George Padmore, Kwame Nkrumah, Franz Fanon, Amilcar Cabral, Arthur Lewis, Maya Angelou, C.L.R. James, Ruth First, Ali Mazrui, Wangari Maathai, Thabo Mbeki, Wole Soyinka, Derek Walcott, and Chimamanda Adichie. While acknowledging the contributions of these figures to Pan-Africanism, these essays are not just celebratory, offering valuable criticism in areas where their subjects may have fallen short of their ideals.

This is an analysis of the complex links between Black America and Africa in the period of 1880 to 1945. It examines an extended white attempt to pattern politics and education in colonial Africa upon the example of the U.S. South. This export of United States race relations to Africa was resisted by Black intellectuals in the United States and many of the early nationalists in Africa. At another level, the study offers an original account of the parallel and related development of the education systems of the U.S. South and Kenya, revealing in both spheres the essentially political nature of African and Black American education. Through extensive research in Black colleges, philanthropic foundations, and Christian missions, a wealth of new material has been collated also on early pan-African politicians, Black missionaries to Africa, and African students in the United States.

A history of black independent schools as the forge for black nationalism and a vanguard for black sovereignty in the 1960s and 70s.

In 2012, Chicago's school year began with the city's first teachers' strike in a quarter century and ended with the largest mass closure of public schools in U.S. history. On one side, a union leader and veteran black woman educator drew upon organizing strategies from black and Latinx communities to demand increased school resources. On the other side, the mayor, backed by the Obama administration, argued that only corporate-style education reform could set the struggling school system aright. The stark differences in positions resonated nationally, challenging the long-standing alliance between teachers' unions and the Democratic Party. Elizabeth Todd-Breland recovers the hidden history underlying this battle. She tells the story of black education reformers' community-based strategies to improve education beginning during the 1960s, as support for desegregation transformed into community control, experimental schooling models that pre-dated charter schools, and black teachers' challenges to a newly assertive teachers' union. This book reveals how these strategies collided with the burgeoning neoliberal educational apparatus during the late twentieth century, laying bare ruptures and enduring tensions between the politics of black achievement, urban inequality, and U.S. democracy.