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<p>Introduction Brandon D. Lundy</p>
<p>Part I. Situating Africa: Concurrent-Divergent Rubrics of Meaning<br>1. Introducing "Africa" Jennifer E. Coffman<br>2. Africa: Which Way Forward?: An Interdisciplinary Approach Todd Cleveland<br>3. Why We Need African History Kathleen Smythe<br>4. Answering the "So What" Question: Making African History Relevant in the Provincial College Classroom Gary Marquardt<br>5. From African History to African Histories: Teaching Interdisciplinary Method, Philosophy, and Ethics through the African History Survey Trevor R. Getz<br>6. Treating the Exotic and the Familiar in the African History Classroom Ryan Ronnenberg<br>7. Postcolonial Perspectives on Teaching African Politics in Wales and Ireland Carl Death<br>8. Pan-Africanism: The Ties that Bind Ghana and the United States Harry Nii Koney Odamtten<br>9. The Importance of the Regional Concept: The Case for an Undergraduate Regional Geography Course of Sub-Saharan Africa Matthew Waller<br>10. Teach Me About Africa: Facilitating and Training Educators Toward a Socially Just Curriculum Durene I. Wheeler and Jeanine Ntihirageza</p>
<p>Part II. African Arts: Interpreting the African "Text"<br>11. Inversion Rituals: The African Novel in the Global North Catherine Kroll<br>12. Teaching Africa through a Comparative Pedagogy: South Africa and the United States<br>Renée Schatteman<br>13. Stereotypes, Myths, and Realities Regarding African Music in the African and American Academy Jean Ngoya Kidula<br>14. What Paltry Learning in Dumb Books!: Teaching the Power of Oral Narrative Caleb Corkery<br>15. Teaching about Africa: Violence and Conflict Management Linda M. Johnston and Oumar Chérif Diop<br>16. Contextualizing the Teaching of Africa in the 21st Century: A Student-centered Pedagogical Approach to Demystify Africa as The Heart of Darkness Lucie Viakinnou-Brinson</p>
<p>Part III. Application of Approaches: Experiencing African Particulars<br>17. Shaping U.S.-Based Activism Towards Africa: The Role of a Mix of Critical Pedagogies<br>Amy C. Finnegan<br>18. The Model AU as Pedagogical Method of Teaching American Students about Africa<br>Babacar M'Baye<br>19. The Kalamazoo/Fourah Bay College Partnership: A Context for Understanding Study Abroad with Africa Daniel J. Paracka, Jr.<br>20. Teaching Culture, Health, and Political Economy in the Field: Ground-level Perspectives on Africa in the 21st Century James Ellison<br>21. Beyond the Biologic Basis of Disease: Collaborative Study of the Social and Economic Causation of Disease in Africa Amy C. Finnegan, Julian Jane Atim, and Michael Westerhaus<br>22. Educating the Educators: Ethiopian IT PhD Program Solomon Negash and Julian M. Bass</p>
<p>Conclusion: Knowledge Circulation and Diasporic Interfacing Toyin Falola</p>
<p>References<br>Contributors<br>Index</p>

<p>Bringing African content into today's classrooms</p>

<p>Brandon D. Lundy is an Assistant Professor of Anthropology at Kennesaw State University. </p>
<p>Solomon Negash is an Associate Professor of Information Systems at Kennesaw State University.</p>

<p>A valuable resource for any teacher of African topics, stimulating new ways of thinking about the study of Africa and providing useful ideas about how to improve one's teaching, enhance student engagement with the continent, and expand Africa's presence within the curriculum.</p>

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