Looking Back & Fetching: Unforgetting African Present(s) & Forging Black Futures

• In Event: Diasporic Sankofán desires: Looking back to Africa to unforget Black histories and (re)imagine Black futures

Abstract

This presentation/segment explores the contemporary (re)development of African higher education (AHE) by examining reports, frameworks, and lived experiences. It highlights the transformative role of AHE in constructing new visions for research involving Black people from Africa. First, it outlines seven aspirations of the pan-African agenda for collective (re)development as outlined in Agenda 2063. Second, it discusses how the Sustainable Development Goals (SDGs) and the Education for Sustainable Development (ESD) for 2030 are implemented to envision new educational approaches. Lastly, it presents narratives from Black participants that reimagine education and advance research both within Africa and beyond.

Our presentation/segment uses the Sankofà framework, which emphasizes learning from diverse histories to shape a desired present and future. This culturally relevant approach encourages individuals and communities to reflect on their past experiences—both positive and negative—to make sustainable decisions (Ladson-Billings, 1995). It aligns with Black cultural perspectives, such as the Botswanan phrase meaning “a nation without culture is like a dead nation.” These cultural insights are crucial for our exploration and for constructing the future of educational research.

This presentation/segment is based on a qualitative research design study (Patton, 2015). Utilizing a Sankofàn desire-based mode of inquiry (Author et al., forthcoming), it employs critical document analysis and narrative inquiry techniques, drawing insights from African-born educators about Black histories and freedom dreams, particularly as they relate to African higher education and our work in the Southeastern United States. These analyses respect lived experiences as valuable knowledge while constructing educational research visions for Africa, crafted by Africans through both policy and practical community involvement.
Data sources for this segment include reports on the SDGs (African Union, 2024), ESD (UNESCO, 2023), and Agenda 2063 framework for Africa (African Union Commission, 2015), along with personal narratives from our experiences and partnerships in Botswana, Ghana, and other African countries. These sources highlight the critical role of individuals and policies in achieving UN ESD goals through African higher education initiatives aimed at reimagining the future of education, particularly in curriculum development and advancing Black educational research.

The substantiated conclusions from this presentation/segment highlight the importance of African education on the global stage, despite challenges like limited funding and professional development. African countries possess rich indigenous knowledge that contributes to sustainable development. UN ESD programs demonstrate the success of community-based projects, where local educators, learners, and other community members collaborate on curriculum development and other societally relevant domains. These efforts emphasize the vital role of communities, culturally responsive teaching, and research in supporting sustainable Black lives and the future of educational research.

This presentation/segment offers important insights into the role of Sankofàn desire-based research in enhancing the relevance of African educational systems. It contributes to the scholarship on Black education and the significance of curricular memory work in Africa, with implications for the diaspora. As Black scholars trained in Africa and the US, we bring a blend of continental and diasporic perspectives to our roles as faculty, fostering innovative approaches to educational learning and research.

Authors

• Kgosietsile Velempini, University of North Carolina Wilmington

• Romeo Abraham, University of North Carolina - Wilmington