I joined Prince George’s Community College Department of Teacher Education as an Associate Professor of Reading Instruction in August 2001. Before joining Prince George’s Community College, I was an elementary and middle school classroom teacher, reading specialist, and special educator for Prince George’s County Public Schools, Calvert County Public Schools, Montgomery County Public Schools, and the District of Columbia Public Schools.
I received my Bachelor’s degree in Elementary Education from Bowie State University, a Master’s degree in Reading Instruction from Bowie State University, and a Master’s degree in Curriculum and Instruction with a specialization in Bilingual Special Education from The George Washington University. A third Master’s degree from Capella University in Instructional Design for Online Learning was achieved in 2010. I will soon be pursuing a Doctorate.
I’m a subject matter expert in literacy instruction and teacher education. Hence, when I’m not designing instruction, I’m functioning as The Literacy Butler. When I get an opportunity, I create podcasts and blogs on how I consciously and deliberately build a student’s vocabulary knowledge and word consciousness. Follow my hashtag, #teachthebabiesvocabulary.
I’m also an Instructional Designer for Online Learning for Ubuntu Learning Solutions, LLC managing their Ulimi Online LMS and The Word Conscious Classroom LMS. I’ve been in the field of Instructional Design since 2005 and I admire all of the processes and intricacies of learning, thus designing instruction is my calling.
I’m devoted to ensuring that learners are in charge of their learning and that learners co-design their instruction. In addition to designing instruction, I also function as a teacher educator and an ubuntugogist. Using the seminal work of Dr. Abdul Karim Bangura, I infuse afro-centric ideologies within the instructional design process.
I had the pleasure of reading Bangura’s (2005) Ubuntugogy: An African educational paradigm that transcends pedagogy, andragogy, ergonagy and heutagogy. As a result, my reflections on teaching and learning have transformed. I now understand that one cannot effectively build learner competencies and learner capabilities without ubuntu. Bangura’s exegesis of African Humanism and Bantu philosophy reminded me of an obvious long forgotten notion; many African people live in two worlds: the traditional world and the modern scientific. I am one of those African people.
“The people who live in these two worlds are often confused because both worlds seem to yield appropriate fruits. Consequently, a new culture has emerged: it is a mixture of the African culture and the European culture. It is to this new culture that Ubuntugogy as an African educational paradigm can respond positively” (Bangura, 2017, p.90). Bangura (2017) argued that:
- Ubuntugogy is a sine qua nonfor educating Africans.
- Ubuntugogy clearly needs to be revitalized in the hearts and minds of some Africans.
- Ubuntu is a distinctly African rationale for ways of relating to others.
- Ubuntu is having a positive attitude towards the other.
My colonized African mind has been trained to value “solitary over solidarity, independence over interdependence, and individuality” over humanity (Bangura, 2005, 33). Reversing the Cartesian worldview that formats my mind and my instructional practices is not easy. It appears that my only salvation is ubuntugogy, which Bangura defined as, “the art and science of teaching and learning undergirded by humanity towards others” (2005, p. 13).
“Western education has made many Africans selfish” (Bangura, 2005, p. 24). I believe this is because Western educational paradigms promote self-determined learning, self-directed learning, and learner autonomy. Since I partook in western teaching and learning practices, I am one of those selfish Africans. I am programmed to value my self-will over the will of others. I have also formally and informally taught others to value their self-will over the will of others. My Cartesian formatted mind causes me to “flatten” the differences of others, and generalize their behaviors, customs, and intentions, thus making it even easier to overlook their humanity (2005, p. 35).
Bangura argued, “we must revisit African teaching that takes…epistemological, cosmological, methodological, and ubuntugogic challenges into account” (2005, p. 40). The African Renaissance, which should guide our thought processes, therefore, must recapture those basic elements of African Humanism (ubuntu, eternal life, and immanent moral justice) as the opening of the way to a new humanistic universalism. (Bangura, 2005, p. 35)
For more information on my thoughts on instructional design, Afro ADDIE, and personalized learning, visit my website, www.instructionaldesignlady.com.
If you need an instructional designer, then I’m your premiere choice. Please don’t hesitate to Contact Me.
Bangura, Abdul. (2005). Ubuntugogy: An African educational paradigm that transcends pedagogy, andragogy, ergonagy and heutagogy. 22. 13-53.