ATTENTION Africanist Teacher-Scholars, the Kennesaw State University (KSU) Africanist Faculty Learning Community is accepting submissions for an edited-volume (see details below) on the following Themes:
(1) Political economy: structure, power, and agency;
(2) Africa works: hope and functionality;
(3) Freedom, ethics, democracy, and civic courage;
(4) Africa as processual, fluid, and changing;
(5) Ground level perspectives: culture, livelihood, behavior, and belief;
(6) Oppression, and resistance; and
(7) Other pedagogical vantages of Africa.

Please Send:
(1) Abstract (500 word maximum) by 15 DECEMBER 2009.
(2) Bio (100 words) and full contact information.
(3) Paper submission (~8,000 words) by 1 MAY 2010.

Please Send Submissions To:
KSUAfricanist Faculty Learning Community
Brandon Lundy, Coordinator
blundy@kennesaw.edu
(678)797-2893 Africa is the world's second-largest and second most-populous continent, surpassing one billion people. Africa is the birthplace of the human species, saw the rise and fall of some of the most powerful and far-reaching empires the world has ever known, and today has some of the Earth’s richest natural resources. Divided into 54 nations and territories, the African continent covers approximately 20 percent of the Earth’s total surface area. It is estimated that over 1,000 languages can be overheard on the African continent and by 2050, one in every five people worldwide will be African. The histories of the United States and Africa have been interwoven for more than five centuries and today, they are forging new links. At the same time, since the mid-1990s, China has made an all out effort to gain favor in Africa with considerable success even surpassing that of the United States in some countries. Clearly, Africa is a major international player with global stakes. And yet, for many American students, Africa remains the “Dark Continent.” So how can African specialists turn the spotlight on this fascinating and varied continent? Collaboration between Africanists, students, and a support staff of more than a billion Africans is the best way forward. How can college and university students learn to recognize and incorporate the similarities, differences, and interconnections between the peoples of Africa and the United States? How can teacher-scholars foster global citizens who demonstrate respect and support for the common good of a diverse world community? While a growing literature documents African history, cultural diversity, and contemporary trends, there is a glaring lack of accessible work on the initiatives of individuals and institutions currently tackling problems of Afro-pessimism and Afro-ignorance among much of the U.S. populace. Our edited volume will employ substantive case studies and personal essays from first-hand experiences, initiatives, and original research on African-centered connections being made in university classrooms and with the community at large. This volume is intended to foster a deeper understanding of the various ways in which Americans are responding to Africa’s new global position. The volume is specifically targeted toward both undergraduates and a general audience; therefore, we seek accessibly written chapters from a variety of methodological, theoretical, and disciplinary standpoints, with a particular focus on the relationship between advanced, multidisciplinary pedagogy and one or more of the following areas: (1) Political economy: structure, power, and agency; (2) Africa works: hope and functionality; (3) Freedom, ethics, democracy, and civic courage; (4) Africa as processual, fluid, and changing; (5) Ground level perspectives: culture, livelihood, behavior, and belief; (6) Oppression, and resistance; and (7) Other pedagogical vantages of Africa. Through these essays, students will learn to question how the world works; they will realize their potential intellectually and as human beings. As a multidisciplinary endeavor, we are looking for submissions about African culture, politics, economics, history, education, art, music, cinema, dance, religion, literature, technology, ideology, health, gender, development, peace and/or conflict studies, food, etc. For all intents and purposes, this book will be a collection of case studies and personal essays by Africanists about the value and importance of the teaching of Africa in university classrooms as viewed from various disciplines. These case studies should be developed from real personal experiences and activities used in, or brought into the classroom. Articles should present a thesis, pedagogical position, experiential narrative, outcomes, and discussion. The anticipated audiences for this work are educators at all levels as well as undergraduate students. It should also be accessible to a general public interested in building bridges between Africa and the U.S. Only original work will be accepted. Please send abstracts (500 word maximum) by December 15, 2009 along with a 100 word bio and full contact information. Approximately fifteen to twenty papers (8,000 words excluding notes and bibliography) will be selected for publication. Completed papers submission date is May 1, 2010. Publication submission date is set for December 2, 2010.