Susan M. Brigham – författare

Education is a primary site of social change for people of African descent in Nova Scotia, which is why centuries of systemic neglect and racial inequities in the public school system have failed to suppress the creativity, resilience and resourcefulness of African Nova Scotian learners and their desire to succeed. This collection of articles by African Nova Scotian educators brings together new and enlightening research and analyses that go beyond education alone. Each chapter offers personal critical reflections and theory-building in Africentricity and lifelong learning. The perspectives of these authors present important challenges to novice and experienced educators as well as to laypersons. The book highlights such topics as honouring the knowledge of our elders, the role of parental involvement in Black students’ academic achievement, racial identity development, Africentric schooling, Canadian Black feminism and African spirituality. Theorizing Africentricity in Action: Who We Are Is What We See reveals the innate ability of Black people to re-invent themselves in the face of oppressive conditions and still remain intact as Africans – culturally, spiritually and psychologically.

Kindness Through Africentricity: Living as Caring Human Beings draws on Africentric philosophy, the principles of Ubuntu, and intersectionality to offer a groundbreaking exploration of kindness within African Nova Scotian communities. This volume challenges conventional understandings by positioning kindness not only as a moral virtue, but as a powerful and transformative force rooted in cultural, communal, and historical contexts. It bridges theory and lived experience, providing a critical Africentric perspective that invites readers to consider kindness as both a personal ethic and a communal practice.As part of the Kindness at Work series, this interdisciplinary collection brings together scholars and community leaders of African ancestry in Nova Scotia to examine kindness through educational, organizational, and cultural lenses. It offers practical strategies for implementing Africentricity in education and community contexts, while also contributing to the growing but still underexplored field of kindness in management and organizational studies. By centering African Nova Scotian voices and experiences, Kindness Through Africentricity expands the theoretical scope of kindness and reclaims it as a valuable, strategic, and culturally grounded approach to leadership, learning, and community-building.