In this pioneering study, historian Andreana Prichard presents an intimate history of a single mission organization, the Universities’ Mission to Central Africa (UMCA), told through the rich personal stories of a group of female African lay evangelists. Founded by British Anglican missionaries in the 1860s, the UMCA worked among refugees from the Indian Ocean slave trade on Zanzibar and among disparate communities on the adjacent Tanzanian mainland. Prichard illustrates how the mission’s unique theology and the demographics of its adherents produced cohorts of African Christian women who, in the face of linguistic and cultural dissimilarity, used the daily performance of a certain set of “civilized” Christian values and affective relationships to evangelize to new inquirers. The UMCA’s “sisters in spirit” ultimately forged a united spiritual community that spanned discontiguous mission stations across Tanzania and Zanzibar, incorporated diverse ethnolinguistic communities, and transcended generations. Focusing on the emotional and personal dimensions of their lives and on the relationships of affective spirituality that grew up among them, Prichard tells stories that are vital to our understanding of Tanzanian history, the history of religion and Christian missions in Africa, the development of cultural nationalisms, and the intellectual histories of African women.

Grounded in both theory and practice, with implications for both, this book is about children’s perspectives on the borders that society erects, and their actual, symbolic, ideational and metaphorical movement across those borders. Based on extensive ethnographic data on children of immigrants (mostly from Mexico, Central America and the Philippines) as they interact with undergraduate students from diverse linguistic, cultural and racial/ethnic backgrounds in the context of an urban play-based after-school program, it probes how children navigate a multilingual space that involves playing with language and literacy in a variety of forms. Immigrant Children in Transcultural Spaces speaks to critical social issues and debates about education, immigration, multilingualism and multiculturalism in an historical moment in which borders are being built up, torn down, debated and recreated, in both real and symbolic terms; raises questions about the values that drive educational practice and decision-making; and suggests alternatives to the status quo. At its heart, it is a book about how love can serve as a driving force to connect people with each other across all kinds of borders, and to motivate children to engage powerfully with learning and life.