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 Douada
Camara has taught French, Pulaar and Wolof to Peace Corps volunteers,
Finish missionaries, U.S. diplomats, and health professionals from the
Center for Disease Control, as well as facilitated English learning
at a private school. He has initiated new teachers of French and African
languages to Peace Corps teaching methods, strategies and adult learning
styles and supervised and controlled the execution of the A.R.E.D teaching
method by teachers. Camara has worked at the Marin Country Day School,
the San Francisco Day School, as well as the Overseas Educational Fund
International, Associates in Research and Education for Development,
and the Charles Baudelaire high school- all in Senegal, West Africa.
Education-Pedagogie et Andragogie:Accord-Paris ecole de langues,
France
D.F.E.M :Lycee Charles de Gaulle de Saint Louis, Senegal
Faculte des Lettres et Sciences Humaines Universite de Dakar, Senegal.
Bachelier de l?Enseignement du second degre Lycee Charles de Gaulle
de Saint Louis.
Current Position-
French teacher, Drew Preparatory High School
Sarita Cannon
was born and raised in San Francisco and has taught at several schools
in the Bay Area, including Katharine Delmar Burke School, The Urban
School, Lick-Wilmerding, and UC Berkeley. In 1998, she participated
in the NAIS People of Color Conference in San Juan, Puerto Rico. In
the summer of 1999, she was a research fellow at an NEH Institute for
high school teachers on African American Literary Identity. Currently,
Sarita is a fourth year doctoral student in the English Department at
UC Berkeley. She is writing her dissertation on depictions of African-Native
American mixed race subjectivity in US Literature.
Education- PhD candidate, University of California- Berkeley, English
BA, Harvard University, Literature, magna cum laude
William Carpenter
has been teaching the California public schools for fourteen years,
ten years in the upper elementary level and four years at the middle
school level. All of these years has been in teaching language arts
and social studies, working with "language minority" students.
Their first language: Tagalog, Spanish and Samoan. Middle school world
history of course includes ancient civilizations and the Middle Ages.
His motivation to continue his work in world history and ancient civilizations
is to put critical thinking skills into an historical/social context.
He believes in historical thinking skills developed through the national
and state standards frameworks, which allows him to combine the language
arts and historical thinking standards in such a way as to fulfill the
acquisition or social construction of meaning culturally relevant though
participation in current events, projects, and literary response, opens
up the possibility both his students and himself to acquire insights
into cross-cultural politics, shadings of cross-cultural literacy. His
participation in the this Institute allows him and other teachers to
consciously link purpose to content with readings in classic mythology.
Education-EdD, University of San Francisco, Focus Area: International
and Multicultural Education
MA, California State University Dominguez Hills, Major: Multicultural
Education - Curriculum and Instruction, Specialist Bilingual and Cross-cultural
Emphasis Credential (BCLAD)
BBA, Texas Tech University, B. B. A., Major: Business Administration
Current position - San Francisco Unified School District: Teacher,
Grades 6-8, 1999-present; Teacher; Language Arts and Social Studies
Core
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Antoinette
Chevalier writes on British colonialism, imperialism,
and Diaspora cultures in Victorian England. Her dissertation is entitled
"Vigilantes and Other Interstitial Agents: the Construction of
the English Gentleman, 1865-1914." Her work examines the literary
and cultural effects of large-scale immigration into London of imperial
and colonial subjects at the end of the 19th century. Chevalier analyzes
"vigilantism" in the novel as an apt metaphor as well as a
material strategy for the various efforts of white Englanders concerned
with effective racial policing at the fin de siecle. Likewise, she looks
at how the presence of diasporic subjects on London streets provided
opportunities for the performance of "blackness" by both white
Londoners and by trans-Atlantic black subjects, and how such performances
affected cultural transgressions and assimilations.
Education- PhD candidate, University of California-Berkeley, English
[expected Fall 2003]
MA, University of Michigan- Ann Arbor, English
BA, Tulane University, English
Angela Davis
is known internationally for her ongoing work to combat all forms of
oppression in the U.S. and abroad. Over the years she has been active
as a student, teacher, writer, scholar, and activist/organizer. Professor
Davis's political activism began when she was a youngster in Birmingham,
Alabama, and continued through her high school years in New York. But
it was not until 1969 that she came to national attention after being
removed from her teaching position in the Philosophy Department at UCLA
as a result of her social activism and her membership in the Communist
Party, USA. In 1970, she was placed on the FBI's Ten Most Wanted List
on false charges, and was the subject of an intense police search that
drove her underground, and that culminated in one of the most famous
trials in recent U.S. history. During her 16-month incarceration, a
massive international "Free Angela Davis" campaign was organized,
leading to her acquittal in 1972.
Professor Davis' long-standing commitment to prisoners' rights dates
back to her involvement in the campaign to free the Soledad Brothers,
which led to her own arrest and imprisonment. Today, she remains an
advocate of prison abolition and has developed a powerful critique of
racism in the criminal justice system. She is a member of the Advisory
Board of the Prison Activist Resource Center, and currently is working
on a comparative study of women's imprisonment in the U.S., the Netherlands,
and Cuba.
During the last 25 years, Professor Davis has lectured in all 50 United
States, as well as in Africa, Europe, the Caribbean, and the former
Soviet Union. Her articles and essays have appeared in numerous journals
and anthologies, and she is the author of five books, including Angela
Davis: An Autobiography (1974); Women, Race & Class (1981); Women,
Culture & Politics (1989); Blues Legacies and Black Feminism: Gertrude
"Ma" Rainey, Bessie Smith and Billie Holiday (1998); and The
Angela Y. Davis Reader (1998). She is also the editor of If They Come
In The Morning: Voices of Resistance (1971).
Current Position- Professor,University of California, Santa Cruz,
History of Consciousness
Corrie Decker's
academic interest in Africa began at Bryn Mawr College in Pennsylvania,
where she received her B.A. in History with minors in African Studies
and Feminist and Gender Studies. For the first time, she was exposed
not only to a variety of courses on Africa, a topic generally absent
from her education in the California public schools, but also to a peer
group that included a large number of international students, many from
Africa. Since high school, history has been a passion of Decker's and
her college education served to strengthen and direct that interest
toward Africa. She spent the last two summers in Kenya, the first in
Mombasa on a Swahili program and the second in Nairobi conducting preliminary
research. She plans to return to Kenya for approximately eight months
beginning sometime next year in order to complete her dissertation research.
Last year Decker received her M.A. in History from UC Berkeley and
recently finished her third year of the M.A./Ph.D program in African
history. She is currently in the process of writing her dissertation
prospectus so that she can advance to candidacy and begin her dissertation
research next year. Decker's focus is British colonial East Africa and
her project will be on the role of education in the formation of policies
on "colonial development" in Kenya from 1920 to 1945. In this
project she is mainly interested in how policy is formed through a collaboration
of government officials and colonial subjects and how this very interaction
forces the notion of "development" to evolve and adjust to
the demands of subject populations.
Education- MA/ PhD, candidate, University of California- Berkeley
BA, Bryn Mawr
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Gina Dent
is Assistant Professor of Women's Studies at the University of California,
Santa Cruz; editor of Black Popular Culture (Seattle: Bay Press, 1992);
and author of articles on race, feminism, popular culture, and visual
art. Her forthcoming book Anchored to the Real: Black Literature in
the Wake of Anthropology (Duke University Press) is a study of the consequences-both
disabling and productive-of social science's role in translating black
writers into American literature. Recently a member of "Critical
Resistance: Beyond the Prison Industrial Complex," an interdisciplinary
residential research group at the University of California's Humanities
Research Institute, she is currently at work on a manuscript on prisons
and popular culture entitled Prison as a Border.
Education- PhD, English & Comparative Literature, Columbia University,
October 1997 (Distinction);
MPhil, English & Comparative Literature, Columbia University,
May 1993 (Distinction)
MA, English & Comparative Literature, Columbia University, May
1990 (Master's Essay Prize)
BA, Comparative Literature, University of California, Berkeley, May
1989
Current Position- Assistant Professor, University of California,
Santa Cruz, Women's Studies
Sylviane Diouf
is the author of the award -winning Servants of Allah: African Muslims
Enslaved in the Americas. She has contributed essays and articles on
Africa and the Diaspora to books and journals; and is also the author
of an award-winning series on African kings and queens, and a book on
children enslaved in the United States. She has edited the book Fighting
the Slave Trade: West African Strategies that will be published this
September by Ohio University Press. It is the proceedings of an international
conference she organized in 2001. Dr. Diouf is an on-camera expert for
the 6-hour PBS documentary This Far by Faith: African American Spiritual
Journeys. She has lived in France, Senegal, Gabon, and Italy and has
been residing in New York for the past twelve years. She has taught
at Libreville University and New York University. Her main research
interests are migrations in the African Diaspora, the specific experience
of the Africans transported to the Americas, and African Muslims in
the west. She is presently writing a book on Africans brought to the
United States during the illegal slave trade.
Education- PhD, University of Paris, Human Sciences
MA and BA, University of Paris
Current Position- Content Manager, The African American Migration
Experience at the Schomburg Center for Research in Black Culture.
Bonnie Duplessis
has been engaged with education for much of her life as a teacher, counselor,
and administrator. The most recent teaching assignment has included
World History, United States History, CLAD Social Studies and 7th grade
English. Through the San Jose State History Social Science Project,
she has designed lessons (using primary sources) that meet the California
History Social Science Framework. Throughout her career she has been
able to share these lessons with colleagues in the classroom, at CCSS
conferences and even book clubs. Duplessis is currently working with
a teaching credential candidate from California State University Hayward.
She has participated in Global Education, World Affairs Council and
SPICE Projects and Programs throughout her career, as is a member of
the California Council for the Social Studies (CCSS), the California
Association of Teachers of English (CATE), and the Tri-Cities African
American Cultural and Historical Society (AACHS).
All Duplessis' lessons are based on the California State Frameworks
for Social Science and English. Every lesson includes geography, maps,
timelines, notable individuals, art and literature and major concepts.
Since she is in a very ethnically diverse and multi-lingual school environment,
reading, speaking, listening, and writing skills are also heavily emphasized
in her lessons. Africa has been an important focus for her, and she
is continuously looking for opportunities to share and exchange lessons,
primary resources and knowledge about Africa with peers because there
is always new information to be incorporated in the lessons. Finally,
through research she has pursued, Duplessis is proud of her first person
monologue of notable activist queen of Angola, Queen Nzinga to teach
about Africa.
Education- MS, St. Mary's College, Moraga, M.S. Educational Administration
BS, California State University, Hayward, B.S., Physical Education
BS, Black Studies & English Minor
Current Position- 7th grade English Social Studies Core Program Centerville
Jr. High School
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Benjamin R.
Gardner studied in Tanzania in 1991-1992 and was
able to observe and participate in a renewed and reorganized pastoralist
rights movement. Teaching at the first "Maasai" secondary
school established as part of this political moment with passionate
and politically active youth, he felt he was experiencing the revolutionary
spirit that would challenge the subordination of peasants and pastoralists
by the state and international capital. He returned a few years later
to work with these youths and others on their emerging strategies to
control local resources through among other things the development of
village by-laws and management plans. These initiatives were trying
to take advantage of international pressure for decentralization and
build on a foundation of local government formed during Tanzania's socialist
path out of colonialism.
Gardner's enthusiasm was tempered by what looked like the type of development
intervention that he had studied and seen as part of the problem - Was
this process of local empowerment challenging the practices that have
produced these areas as marginal? How did local demands and dynamics
shape this international model of conservation and development? How
did individuals, often times youth, influence the understandings and
political tactics of resource struggles by articulating local demands
in terms of national and international discourse? How to understand
local politics in terms of the broader political economic dynamics of
the emerging neo-liberal nation-state, international development discourse
and trans-local relations of kinship, gender and generation?
Gardner's current research interests include the role of youth and generational
struggle in reshaping local, regional and national politics in Africa.
His dissertation project aims to understand how conservation and resource
management in Africa influences political action by youth.
Education- PhD Candidate, University of California, Berkeley, Geography,
MES (Masters of Environmental Studies), Yale University, Graduation
Speaker
BA, Connecticut College, Anthropology, Summa cum laude, Phi Beta Kappa,
Distinction in Anthropology, Graduation Speaker.
David Theo
Goldberg grew up in Cape Town, South Africa,
where he attended the University of Cape Town, earning degrees in Economics,
Politics and Philosophy. He moved to New York, via London and Amsterdam,
in 1978 to earn his Ph.D. in Philosophy from the Graduate Center, City
University of New York. While living and studying in New York, he started
and ran a small film and video company, producing and distributing films
such as the award-winning "Island," about political conditions
in South Africa, and the feature film "King Blank," as well
as music videos, including Kurtis Blow's "Basketball." He
also co-curated the show, "Race and Representation," at the
Hunter College Art Gallery.
In the 1990s Goldberg served as Director and Professor of the School
of Justice Studies, a law and social science program, at Arizona State
University. Since 2000, he has been the Director of the University of
California Humanities Research Institute and Professor of African American
Studies and Criminology, Law and Society, and a Fellow of the Critical
Theory Institute, University of California, Irvine. He is the author
and editor of many books, most notably, The Racial State (2002), Relocating
Postcolonialism (2002), and Racial Subjects: Writing on Race in America
(1997), Multiculturalism: A Critical Reader (1995), and Racist Culture:
Philosophy and the Politics of Meaning (1993). He is the founding co-editor
of Social Identities: Journal for the Study of Race, Nation and Culture.
Education- PhD, City University of New York,
MA, University of Cape Town, South Africa
BA, University of Cape Town, South Africa
Current Position- Director, University of California, Humanities
Research Institute
Professor, UC-Irvine, African American Studies and Criminology, Law
and Society
Fellow, University of California-Irvine Critical Theory Institute
Jocelyne Guilbault
has done extensive fieldwork in the Creole- and English-speaking islands
of the Caribbean on both traditional and popular music since 1980. She
published several articles on ethnographic writings, aesthetics, the
cultural politics of West Indian music industries, and world music.
She is the author of Zouk: World Music in the West Indies (1993) and
co-editor of Border Crossings: New Directions in Music Studies (1999-2000).
Her current research focuses on the politics and aesthetics of the calypso
music scene in the Caribbean and its Diaspora.
Education- PhD, University of Michigan, Musicology (Ethnomusicology)
MA, Universite de Montreal, Musicology (Ethnomusicology)
BA, Universite de Montreal, Music Education
Current Position- Full Professor, University of California-Berkeley,
Music Department
Affiliate Professor, University of California-Berkeley, African American
Studies Department
Adjunct Professor, York University, Music Department
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David Gutelius'
main motivations for studying Africa come out of two years of doctoral
fieldwork in North and West Africa and the ties and personal relationships
that developed as a result. He has been specifically interested in Islamic
Africa for the past decade, particularly questions that pertain to everyday
life. Gutelius' current research falls into two parallel trajectories:
history and development. As a historian, he is currently finishing a
social history of the northern Sahara Desert, 1650-1830; a translation
of the life history of an Algerian slave (1870-1940); and several articles
related to the historical roots of contemporary Islamic reform movements
in West Africa. As someone working in international development, he
is currently studying informal markets and social networks and their
links to formal market institutions; how to develop and implement appropriate
technology solutions in developing countries; linkages between education
and economic opportunity; and why international development projects
are generally so corrupt, differentiated and inefficient.
Education- PhD, Johns Hopkins University, History
Current Position- Project Manager, SRI International
Fellow, The Institute for the Study of Islamic Thought in Africa at
Northwestern University
Visiting Scholar, Stanford University- Center for African Studies
Percy Hintzen
taught at the University of Guyana (Lecturer) and at Yale University
(Acting Instructor) before coming to the University of California at
Berkeley in 1979. Currently holds position as external examiner for
the University of the West Indies. Hintzen teaches courses in Political
and Economic Development, Caribbean Political Economy, Comparative Race
and Ethnic Relations, and Quantitative and Qualitative Research Methods.
Education - Ph.D. Comparative Political Sociology, Yale University
(1981)
M.Phil. Comparative Sociology, Yale University, (1977)
M.A. Sociology, Yale University, (1977)
M.A. International Urbanization and Public Policy, Clark Univ. (1985)
B.Soc.Sc. University of Guyana, (1973)
Current Position- Professor and Chair of UC Berkeley's Department
of African American Studies
Saida Hodzic
grew up in Bosnia Herzegovina and moved to Germany at the age of fifteen
where she went to high school and college. Her MA thesis for Cologne
University focused on citizenship debates in Germany. She has come to
UCSF and UCB for graduate work in Medical Anthropology. Hodzic's interdisciplinary
interests are in African studies and Women's studies. Last year, Hodzic
was a teaching assistant in Medical Anthropology and Women's Studies.
It was a great experience! This fall she will begin her dissertation
research on Ghanian non-governmental organizations that promote women's
health and women's rights. She will spend three months in the capital,
Accra, and nine months in Bolgatanga, in the Upper East Region of Ghana,
doing ethnographic and archival research.
Education-
PhD candidate, UC San Francisco and UC Berkeley- Joint Program in Medical
Anthropology with a designated emphasis in Women, Gender and Sexuality
Tabitha Kanogo
teaches an amazing range of courses on African history. Her specific
research focuses on East Africa, colonial history, and experiences of
women and children. Her most recent work, Crossing Boundaries: African
Women's Experiences in Colonial Kenya, 1900-1965, will shortly be published
by James Currey. Her current research examines children and political
violence. Professor Kanogo received her B.A. and Ph.D from the University
of Nairobi, and was a Rhodes Scholar at Sommerville College, Oxford,
England. In addition to her research and teaching at UC Berkeley, she
has regularly contributed to curriculum and workshops for pre-collegiate
education in the United States and Kenya.
Education- PhD, University of Nairobi
Current Position- Associate Professor, University of California-
Berkeley, History
Tetteh Kofi's
areas of specialization are microeconomic foundations of commodity analysis.
He is author of World Trade in Cocoa, "The Need for and Principles
of a Pan-African Economic Ideology", "Peasants and Economic
Development: Populist Lessons for Africa" and "Africa report"
among many others. Dr. Kofi has also consulted and developed reports
for the World Bank, U.N. organizations and the government of Ghana.
Education- PhD, University of California, Berkeley, Economic Development
BS, University of California, Berkeley, Industrial Engineering
BA, William College, Political Economy
Current Position- Professor, University of San Francisco, Economics
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Henri-Pierre
Koubaka performs ancient and contemporary Mandingo
Music from Senegal, Mali, Guinea and Kongo with vocals and acoustic
guitar. He has received the San FranciscoWeekly 2002 Music Awards. Koubaka
has opened for Donald Byrd (San Francisco, CA-2003), Randy Weston (San
Francisco, CA-2003), Angelique Kidjo (The Fillmore, San Francisco, CA
- 2001), Hugh Masekela (Slim's, San Francisco, CA - 1999), and Miriam
Makeba (Maritime Hall, San Francisco, CA - 1998), among many others.
Ivy Mills'
interests include black cultural politics in the African Diaspora; questions
of gender, sexuality and power in Senegal; black Francophone studies;
and new theoretical approaches to the study of race and culture.
Education- PhD candidate, University of California-Berkeley, African
Diaspora Studies
MA, University of California-Berkeley, African American studies
BA, American University of Paris, Comparative Literature
Lynn Moscrip
has been a classroom teacher with the San Francisco Unified School District
for thirty years, teaching French and Ethnic Literature, a 10th grade
English class. She is a French teacher as well as an English teacher,
who teaches ethnic literature for l0th graders at Lincoln High (San
Francisco) focusing on African American literature. In Moscrip's French
classes, she tries to appeal to the African roots of many of her students
and includes literature and culture from Louisiana, Haiti and West Africa.
The Ethnic Literature curriculum attempts to include works by modern
American authors with roots in a variety of ethnicities. She feels fortunate
to have been on the textbook selection committee for the SFUSD and to
help write the curriculum guide for this course. For the last three
years, Moscrip has served as a teaching coach in the BTSA , Beginning
Teacher Support Program, as well as a PAR Coach. This experience has
actually deepened her own understanding and respect for good teaching
practices as well as helped her assist the newest colleagues of her
profession.
Education- MA, San Francisco State University, Educational Administration
MBA, San Francisco State University
MA, University of San Francisco, History
BA, Rutgers University, French/history/English
Current Position-
PAR coach (peer assistance and review) for beginning teachers throughout
the SFUSD.
Pedro Noguera's
research focuses on schools' responses to social and economic forces
within the urban environment. He has engaged in collaborative research
with several large, urban school districts, and he has published and
lectured on topics such as youth violence, race relations within schools,
the potential impact of school choice and vouchers on urban public schools,
and secondary issues resulting from desegregation in public schools.
His articles on these topics have appeared in several leading research
journals and edited volumes. Noguera has also done extensive field research
and published several articles on the role of education in political
and social change in the Caribbean. He is also the author The Imperatives
of Power: Political Change and the Social Basis of Regime Support in
Grenada. He served as an elected member of the Berkeley School Board
from 1990 to 1994, and as a member of the U.S. Public Health Service
Centers for Disease Control Taskforce on Youth Violence, and as Chair
of the Committee on Ethics in Research and Human Rights for the American
Educational Research Association. Noguera was a K-12 classroom teacher
for several years and continues to teach part-time in high schools.
In 1995, he received an award from the Wellness Foundation for his research
on youth violence, and in 1997 he received the Univ. of CA's Distinguished
Teaching Award.
Education- PhD, University of California- Berkeley, Education
Current Position- Judith K. Dimon Professor of Communities and Schools,
Harvard Graduate School of Education
John R. Rickford's
primary research interest is sociolinguistic variation and change, in
relation to ethnicity, class and style; pidgins and creoles; African
American Vernacular English; and the application of linguistics to the
understanding and solution of educational and social problems. He is
currently involved in research on the African roots and Creole connections
of various aspects of African American language and culture, and on
the reading errors of African American, Anglo and Latino elementary
school students. Rickford is the author of numerous scholarly articles,
and several books, including Dimensions of a Creole Continuum (1987),
African American Vernacular English (1999), and Spoken Soul (2000, co-authored
with Russell Rickford and the winner of a 2000 American Book Award).
He is also editor or co-editor of Analyzing Variation in Language (1987),
Sociolinguistics and Pidgin-Creole Studies (1988), African American
English (1998), Creole Genesis, Attitudes and Discourse (1999), Style
and Sociolinguistic Variation (2001), and Language in the USA: Perspectives
for the Twenty-First Century (forthcoming 2004).
Education- MA and PhD, University of Pennsylvania, Linguistics
BA, University of California, Santa Cruz, Sociolinguistics
Current Position- Martin Luther King, Jr., Centennial Professor of
Linguistics, Stanford University
Courtesy Professor, Stanford University, Education
Director of the Program in African and Afro-American Studies, Stanford
University
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Martha Saavedra,
has been with the Center for African Studies as Associate Director since
1993. She received her doctorate in Political Science from UC Berkeley.
She has taught in the Departments of Government, Political Science,
African American Studies, Women's Studies and International and Area
Studies at UC Berkeley and St. Mary's College of California. Her research
interests include agrarian politics, development, gender and sports.
She also coaches U-10 boys soccer for a local club.
Education- Ph.D. 1991 UC Berkeley in Political Science.
M.A. 1984 UC Berkeley
B.A. 1983 Rhodes College
Meryl Siegal
teaches in the English Department at Laney College. Meryl has her B.A.
and M.A. in linguistics. She received her M.A. at the University of
Hawaii where she studied Micronesian languages and worked on comparative
historical reconstruction. She received her Ph.D. at U.C. Berkeley in
Education writing her dissertation on the acquisition of Japanese as
a second language and the influence of race, gender and social context.
Her dissertation won the Dissertation of the Year Award from the AERA
Second Language SIG. Her main interests are in sociolinguistics, literacy
and education. Meryl has lived and worked in Japan and Senegal. While
on a Fulbright at the Ecole Normale Superieure at Cheikh Anta Diop University
in Dakar, Senegal, Meryl was invited to lead teacher training workshops
in Morocco, Chad and Guinea. As a sociolinguist, Meryl brings issues
of power and language into her English classrooms at Laney College through
discussions of language varieties, identity and power. Students learn
about how linguists look at language, talk about style and register
by examining rap, Ebonics,slang and academic English usage in their
daily lives. Meryl also teaches bilingual and multicultural education
at U.S.F.
Education- B.A. from SUNY Binghamton in Linguistics,
M.A. from the University of Hawaii in Linguistics
Ph.D. from UCB in Education.
Current Position- Laney College, English; University of San Francisco,
Multi-cultural Studies
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