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Youth Empowerment
Transformative Opportunities with the AAP Professional Fellowship Program (PFP)
Transformative Opportunities with the AAP Professional Fellowship Program (PFP)
In May-June 2024, AAP hosted 11 African fellows from Rwanda, South Africa, Zambia, and Zimbabwe at Michigan State University (MSU) as part of the US Department of State-funded Professional Fellows Program. The Advancing Young Women Agribusiness Entrepreneurs and Innovators is administered by MSU in partnership with the University of Rwanda, the University of Pretoria (South Africa), the University of Zambia, and Chinhoyi University of Technology (Zimbabwe). The goal of the program is to build Fellows’ capacity and skills in agro-entrepreneurship and agri-food system innovation and advance their ability to support women’s economic empowerment.
One of the standout features of our PFP is the professional affiliations. Throughout the program, fellows are paired with organizations and mentors that align with their projects, fostering long-term partnerships and impactful collaborations. This unique aspect ensures that fellows not only gain valuable insights but also build enduring professional networks. For example, Vimbai Kaitano, a Zimbabwean farmer and owner of Carol’s Seedlings and Vegetables, was hosted by Bridget Kavanaugh of Happy Goat Lucky Ewe Fiber Farm. While their farms focus on very different commodities, the two farmers and business owners, shared lessons on farm management, value addition, and marketing their small businesses. Robert Rwigema from Rwanda and Precious Nemutenzi from Zimbabwe were hosted by Peter Lemmer and Elana Fata from Greenstone Farm Credit Services. Greenstone arranged a robust experience that allowed these two agribusiness professionals to learn in detail about its farm credit financial services and to connect with many of its client farmers.
Our PFP is packed with exciting activities, including dinners, delicious food, and networking opportunities. Fellows have the chance to connect, with host families and organizations, and with MSU researchers and students, creating a vibrant and supportive community. These events are perfect for cultural exchange and building lasting relationships. We believe in continuous learning and development. This cohort of fellows was hosted by several local volunteer families for dinners in their homes. They also attended a Broadway musical at MSU’s Wharton Center for the Performing Arts, went to a Lansing Lugnuts baseball game, and had a bowling night with members of MSU’s African Graduate Student Association.
The PFP offers an array of seminars and workshops designed to contribute significantly to our fellows' professional and personal growth. These sessions cover various topics, providing fellows with the skills and knowledge they need to excel. Dr. Wynne Wright, co-director of MSU’s PFP program, delivered workshops on understanding gender dynamics in agri-food systems. Professor Brian Petland from MSU’s Eli Broad College of Business delivered an interactive session on approaches to project management. Raymond Musiima, a PFP alum from 2019 and a current MSU MBA student, provided insights on building and maintaining professional networks. Melissa Staub from MSU’s College of Arts and Letters led a series of workshops on personal development and leadership.
Our program also includes exciting site visits and field trips. These immersive experiences allow fellows to gain practical insights and hands-on learning in various fields. By exploring different environments and contexts, fellows enhance their understanding and apply their skills in real-world settings. Fellows from this cohort visited Detroit where they met up with W.E. DaCruz, Co-Founder of the Mushroom Angel company which uses mushrooms to produce vegan burgers. They also traveled to Super Bloom Hydroponic Farm in Grand Rapids, Michigan where they learned about hydroponic farming. PFP Co-Director, Dr. Wynne Wright hosted the fellows on her lavender farm, Sixteen Sprigs.
As we conclude another successful year of the AAP Professional Fellowship Program, we are excited to announce our plans for an outbound trip to visit fellows in their home countries in early October. This will provide an excellent opportunity to further strengthen our international collaborations and witness firsthand the impactful work our fellows are doing in their communities. Additionally, we eagerly look forward to hosting the next cohort of fellows in 2025, continuing our commitment to empowering young women in agribusiness and fostering transformative opportunities in agro-entrepreneurship and agri-food system innovation.
By:
Baboki Gaolaolwe-Major
Wednesday, Jul 10, 2024
AGRI-FOOD SYSTEMS
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Educating African Immigrant Youth: Schooling and Civic Engagement in K–12 Schools (June, 2024)
This book illuminates emerging perspectives and possibilities of the vibrant schooling and civic lives of Black African youth and communities in the United States, Canada, and globally. Chapters present key research on how to develop and enact teaching methodologies and research approaches that support Black African immigrant and refugee students. The contributors examine contours of the Framework for Educating African Immigrant Youth, which focuses on four complementary approaches for teaching and learning: emboldening tellings of diaspora narratives; navigating the complex past, present, and future of teaching and learning; enacting social civic literacies to extend complex identities; and affirming and extending cultural, heritage, and embodied knowledges, languages, and practices. The frameworks and practices will strengthen how educators address the interplay of identities presented by African and, by extension, Black immigrant populations. Disciplinary perspectives include literacy and language, social studies, civics, mathematics, and higher education; university and community partnerships; teacher education; global and comparative education; and after-school initiatives.
Book Features:
A focus on honoring and affirming the range of youth and community’s diverse, embodied, social-civic literacies and lived experiences as part of their educational journey, reframing harmful narratives of immigrant youth, families, and Africa.
Chapter authors that include Black African scholars, early-career, and senior scholars from a range of institutions, including in the United States and Canada.
Chapters that draw on and extend a range of theoretical lenses grounded in African epistemologies and ontologies, as well as postcolonial and/or decolonizing approaches, culturally relevant and sustaining frameworks, language and literacy as a social practice, transnationalism, theater as social action, transformative and asset-based processes and practices, migration, and emotional capital, and more.
A cross-disciplinary approach that addresses the scope and heterogeneity of African immigrant youth racialized as Black and their schooling, education, and civic engagement experiences. Implications are considered for teachers, teacher educators, and community educators.
By:
Vaughn W. M. Watson
Thursday, Apr 4, 2024
CULTURE AND SOCIETY
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"I think we're all teachers even though we're students": Examining Youth Perspectives of Peer Suppor
Youth of color enrolled in urban public high schools, particularly those students who seek to be the first in their families to graduate from college, frequently encounter barriers to their college readiness and access. This study engaged an analytic approach built with culturally relevant and sustaining theories of education to examine how 10 youth of color enrolled in 12th grade at a Title 1 public high school in New York City provided and/or received support from peers as they navigated such barriers. The study utilized a youth co-researcher methodology to amplify student voices about an issue directly connected to their lives. Two findings emerged across data analysis: (1) students asserted collective notions of academic achievement and (2) challenged what they perceived as inequitable access to resources and opportunities as they supported their peers’ college readiness and access. Taken together these findings provide new insights into possibilities for building from students’ interactions with peers across contexts of curriculum, teaching, and research in urban schools.
By:
Joanne E. Marciano
Thursday, Apr 4, 2024
YOUTH EMPOWERMENT
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Generating New Narratives: Examining Youths' Multiliteracies in Youth Participatory Action Research
This paper examines the multiliteracies practices (New London Group, 1996) of 20 high school students who participated in a weeklong summer research institute at the start of a 6-month long community-based youth participatory action research (YPAR) initiative. Data analyzed included 20 digital multimodal compositions produced by youths, individual interviews with youths, and observations of youths’ participation in the YPAR initiative. Data analysis utilized theories of multiliteracies practices (New London Group, 1996) and culturally sustaining pedagogies (Paris & Alim, 2014) enacted across contexts of YPAR (Fine & Torre, 2004). Findings contribute new insights about students’ multiliteracies practices in YPAR in two ways. First, we examine how learning about research methods shifted students’ understandings of research and the role their experiences could play in YPAR. Second, we examine how students’ digital literacies practices (Lankshear & Knobel, 2008) supported them in generating new narratives about their community in digital multimodal compositions. Finally, we consider how insights gained from our examination may support educators in developing and enacting culturally sustaining (Paris & Alim, 2014) learning contexts that build with students’ multiliteracies practices as strengths while challenging persistent educational inequities.
By:
Joanne E. Marciano
Thursday, Apr 4, 2024
YOUTH EMPOWERMENT
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Centering Community: Enacting Culturally Responsive-Sustaining YPAR During COVID-19
Abstract
Purpose – This paper aims to provide insights for educators seeking to enact culturally responsive-sustaining education and research in the midst of the COVID-19 global pandemic. The authors examine what happened when the community-based Youth Participatory Action Research (YPAR) initiative they engaged with traditionally marginalized high school students was interrupted as a result of physical distancing necessitated by COVID-19.
Design/methodology/approach – Data for this inquiry were taken from a broader on-going ethnography of youth’s participation in the YPAR project and included audio and video recordings from meetings of the YPAR initiative and messages exchanged between and among authors and youth. Authors used components of culturally responsive-sustaining education and theories related to student voice as an analytic frame through which they considered how the COVID-19 pandemic influenced their work. Findings – Three findings are examined in this paper. They consider: how youth participants and the authors stayed connected after they were no longer able to meet in person; how youth chose to center the needs of the subsidized housing community where they lived while continuing their work; and how youth and authors navigated the uncertainties they encountered in looking ahead to future possibilities for their study as the pandemic continued. Originality/value – This study provides urgently needed insights for educators and researchers grappling with how they may enact culturally responsive-sustaining education and research during the COVID-19 global pandemic and beyond.
By:
Joanne E. Marciano
Thursday, Apr 4, 2024
YOUTH EMPOWERMENT
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"Our Voice and Dreams Matter": Supporting Youths' Racial Literacy
This qualitative study examines how youth participants in an ongoing community-based
literacy initiative sought to increase awareness of racial justice among residents of their subsidized housing community in support of the Black Lives Matter movement in summer 2020 and throughout the 2020–2021 academic year. We utilize theories of racial literacy and critical arts-based literacy to examine youths’ engagement in 44 weekly two-hour-long Zoom sessions of the literacy initiative held between June 2020 and June 2021. Specifically, we examine how youths designed, facilitated, and participated in critical arts-based literacy projects related to children’s and young adult literature they chose to read focused on racial justice. Findings contribute new insights into youths’ enactments of racial literacy, possibilities for art-making to support youths’ racial literacy, and the urgent need for literacy
instruction responsive to youths’ voices and dreams, particularly during
times of crisis.
By:
Joanne E. Marciano
Thursday, Apr 4, 2024
YOUTH EMPOWERMENT
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Attached to the Soil
Attached to the Soil was begun during my 7-month Fulbright Scholar service in South Africa in 2019, inspired by the aspirational metaphor that President Nelson Mandela shared in the first words of his 1994 Inaugural Address. Collaborating with youth who proposed their own soil-related metaphors regarding their perception of realities in South Africa's past, present, or future, the stories of their fellow South Africans were told through portraiture and stories drawn from oral history interviews. The 50 works have been exhibited in 6 university art galleries across South Africa, and hung for 8 months in the Nelson Mandela Foundation's Centre of Memory, Houghton, Johannesburg. It is a model that I would like to extend not only in South Africa but in service to youth across Africa.
By:
Peter Glendinning
Thursday, Apr 4, 2024
CULTURE AND SOCIETY
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AAP Public Dialogue Series - Youth Entrepreneuship: Universities and Youth in Conversation
Recording of AAP Public Dialogue on November 30, 2022
African countries are experiencing exponential growth in the youth population. However, economies are not creating new wage-earning jobs fast enough to absorb the growing workforce. This, coupled with the seasonal nature of labor demand, leaves many skilled youths in a crisis. Fostering entrepreneurship has become a key pillar to expanding employment opportunities for youth since it creates employment prospects for young people, builds ingenuity and resilience, and builds their demographic dividend but is yet to be fully harnessed.
Co-hosted with Egerton University
By:
Justin Rabineau
Tuesday, Feb 21, 2023
YOUTH EMPOWERMENT
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USAID Administrator Samantha Power: A New Vision for Global Development
USAID Administrator Samantha Power delivers remarks outlining a bold vision for the future of the U.S. Agency for International Development (USAID) and inclusive development around the world. The speech takes place as USAID celebrates its 60th anniversary. Administrator Samantha Power's remarks will be followed by a conversation with 2020 USAID Payne Fellow Katryna Mahoney
By:
Derek Tobias
Thursday, Nov 4, 2021
AGRI-FOOD SYSTEMS
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[RUFORUM Press Release] Seventh African Higher Education Week and RUFORUM Triennial Conference
Kampala 17 August 2021: The Regional Universities Forum for Capacity Building in Agriculture (RUFORUM) is pleased to announce the Seventh African Higher Education Week and RUFORUM Triennial Conference that will be hosted by the Government of the Republic of Benin in partnership with the University of Abomey Calavi, University of Parakou and the National University of Agriculture, from the 06th – 10th December, 2021 at Palais des Congres de Cotonou, Benin.
The Seventh African Higher Education Week and RUFORUM Triennial Conference will run under the theme “Operationalising Higher Education for Innovation, Industrialisation, Inclusion and Sustainable Economic Development in Africa: A Call for Action”
The conference will bring together participants from across Africa and the world to discuss how African universities are working toward improving their mandates of training, research and outreach, to produce innovations and entrepreneurial youth that meet the demands in the global competitive market. The participants will be drawn from Universities, Civil Society Organizations-CSOs, National and International Research Organizations, Development Partners, Governments, Continental and Regional Organizations, African Union Commission, Food and Agriculture Organization (FAO), Non-Governmental Organizations, the Private sector, farmers & farmer representatives, emerging & early career researchers, and young entrepreneurs from especially Benin and other West African countries. Universities, private sector actors and young entrepreneurs will have the opportunity to showcase their innovations, products and services. Due to the restrictions and risks associated with the COVID-19, African Higher Education Week and RUFORUM Triennial Conference is being organized using a blended approach, which will include both face-to-face and virtual meetings.
RUFORUM will recognise farmers that have made significant contribution to agricultural transformation in Benin as a way of supporting national advancement and transformation of agriculture. RUFORUM shall also recognise scientists and other actors that have made significant contribution and supported the advancement of excellence in research and higher education for the development of Africa. Young Innovators and Entrepreneurs from Benin will be recognised to promote the contribution of the youth to the economic development of Africa and to provide youth with the forum to demonstrate their innovations.
The Conference will be preceded by several virtual side events including: Scientific Data Management training for Post-Graduate Students Using R Programming Language, Evaluating the Impact of Entrepreneurship in Agribusiness Training, Social media training for students, Interdisciplinary Training for Early Career Scientists & doctoral students, and a business & entrepreneurship training for Young Innovators and entrepreneurs.
This year, because of the COVID-19 restrictions and risks associated with travel during this period, it will not be possible for all delegates to travel to Benin to participate. Therefore, some delegates will be requested to participate virtually through an online platform. We have therefore designed the attendance Questionnaire for RUFORUM Triennial Conference 2021 to enable the organizers know your preference in terms of traveling to Benin or attending the event face to face or virtually. We will also be happy to get essential information about you to enable effective planning.
This questionnaire is expected to take not more than 7 minutes of your time.
Learn more: https://ruforum.wordpress.com/2021/08/19/press-release-seventh-african-higher-education-week-and-ruforum-triennial-conference/?utm_source=RUFORUM+Mailing+List&utm_campaign=d18db56afe-RUFORUM+Weekly+-+Vol.3+No.25_COPY_01&utm_medium=email&utm_term=0_1fcfbb8a0b-d18db56afe-346973753&ct=t()&goal=0_1fcfbb8a0b-d18db56afe-346973753&mc_cid=d18db56afe&mc_eid=d95cf18a8d
By:
Madeleine Futter
Thursday, Aug 26, 2021
AGRI-FOOD SYSTEMS
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Empowering Youth in Agriculture with Youth-focused Initiatives Webinar
African Fertilizer and Agribusiness Partnership (AFAP) is hosting a webinar 26 Aug 08:00-10:00 EST (14:00-16:00 CAT). This webinar's objectives include:
Provide a platform for knowledge and experience exchange on the importance of Agricultural Technological Innovation for food security and as a catalyst to boost productivity and economic growth on the African continent.
Focuses on entrepreneurship, innovation, and education. It is designed specifically for AGRISME Entrepreneurs and aspiring entrepreneurs.
Awareness creation on the opportunities and how to maximize the opportunities.
Promote an Entrepreneurial mindset as a job generation tool
Showcase AGRISME success stories - Success breeds success
Promote partnerships and leverage strengths among actors in the Agriculture sector
The webinar consists of a two-hour live streamed meeting, open to the public, with an expert panel and the opportunity for Q&A.
To Register: http://events.r20.constantcontact.com/register/event?oeidk=a07eifrlae2a9592f0f&llr=m5euwduab
By:
Madeleine Futter
Friday, Aug 20, 2021
YOUTH EMPOWERMENT
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The Emerging African Scholars' Virtual PhD Workshop 2021: Combined Professional Development Workshop
ARCOSA has published a recording of their Emerging African Scholar's Virrtual PhD Wrokshop for anyone to view! This video specifically captures the "Navigating the Publication Process: Advice for Junior Scholars from Journal Editors" session.
The session was anchored by Professor Zachariah Mampilly; Marxe Endowed Chair of International Affairs at the Marxe School of Public and International Affairs at City University New York.
By:
Madeleine Futter
Friday, Aug 20, 2021
YOUTH EMPOWERMENT
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