Mission Statement

As a Black Studies scholar, I realize my field is not amenable to becoming an area of pure research.  I will maintain the most conscientious and self-conscious African centered methodology, my research will seek to expand and apply knowledge about people of Afrikan descent, wherever they may be.  I will always keep the general public in mind, they are ultimately more important than my colleagues in academia.  I will maintain a personal experiential presence in the classroom where I will constantly strive to update my pedagogy and its effectiveness, demonstrating enthusiasm and a reverence for learning.

As a teacher, I will also learn from my students.  I demand that my pedagogy and curricula be accessible and inspiring.  I will fail no one, they can only fail themselves.  My  goals for students are for the course content and the classroom experience to be a means to an end. 

My students will develop the following academic skills:

·          Reading and reading comprehension .  Students will be exposed to new and challenging material, as well as "classics." Texts do not arise from nowhere—their artistic, historical and cultural values will be assessed in an interdisciplinary context. Students will be pushed to comprehend the authors' intentions and meanings, as well as  to determine what the texts mean to them as individuals and the implications for Afrikana communities.

·          Writing .  My students will be required to think critically and analytically, and present their thoughts in developmental writing.  In writing assignments they will move beyond static interpretations into a dynamic relationship with the subject matter. Written assignments will be expected to shine.  They will learn that writing must be polished, papers of draft or inferior quality will be returned ungraded, corrected or with comments.  Students will be graded on work that expresses and/or develops their potential.

·          Verbal and presentational .  My students will be expected to develop oral presentational skills, both formal and creative.  This will occur via a classroom pedagogy that encourages their questions and welcomes expressions of their understanding of subject matter.  Formal oral presentations of their research and study will be demanded. Such presentations are encouraged to utilize contemporary technology.

·          Critical thinking and testing .  Tests will require critical thinking beyond a rote memorization of "facts."  Tests will be designed to develop transferable skills and reviewed to assure comprehension of subject matter and to provide a framework from which to learn how to take tests. 

·          Problem-posing/problem solving . Afrikana communities throughout the diaspora experience numerous sociological problems and psychological dysfunctions.  At the same time, our communities exhibit admirable resilience, resistance, and creative survival skills.   Rather than blame the victims, course dynamics will focus on solving these problems and fully developing the human potentials of people of African descent.

Black Studies curricula are of major importance to the development of students' self-esteem, and provide a knowledge base they will need to have a positive effect on society and assert some control over their own lives.  I must recognize what skills, talents and experiences my students bring to the class as well as the skills, knowledge, and inspirations they will take away.  My classroom must be a place where it is safe to honestly discuss and explore racial, gender, class and other social constructs with the ultimate goal of eliminating any negative affects in African diasporan and world communities. 

My classes must be challenging, interesting and motivating.

If they are not, I have not done my job.