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ArticleAAP Connect Issue 1 - Editor's NoteEditor's Note: Greetings to our esteemed AAP Consortium members and stakeholders, It is with immense pleasure and a sense of collective achievement that I introduce the first issue of AAP Connect - a beacon of our concerted efforts in fostering visibility, communication, and engagement across AAP and all stakeholders and partners. Born out of the pivotal Consortium meeting in Abuja, this newsletter is a testament to our shared vision and commitment to elevating AAP’s strategic goals and activities to new heights. The recent revision of the 2023 AAP Strategic Plan, enthusiastically endorsed by AAP’s consortium member leadership and Advisory Board, marks a significant milestone in our journey and reflects a profound trust and belief in our renewed vision. Among the noteworthy updates to our strategy is the introduction of Goal 6, emphasizing documentation, learning, and knowledge exchange. This is not merely an addition but a critical pivot towards enhancing our capacity for effective communication, engagement, and collaborative learning. It is a move that promises to strengthen our bonds and elevate our collective impact on research and innovation for Africa. As we launch this inaugural issue, our focus is on underscoring the importance of building bridges and networks. These networks are not just conduits for sharing information but are the very fabric that supports and propels research and innovation tailored to African needs and contexts. We are thrilled to share with you the updates and milestones within our consortium, showcasing the dynamic and impactful work being done across our network. This is more than a newsletter; it is a call to action, a platform for engagement, and a testament to the power of unity in driving sustainable development across Africa. Thank you for being an integral part of this journey. We look forward to continuing to work hand in hand, building on the solid foundation we have laid to realize transformative research and partnership in Africa. Warm regards, Amy JamisonEditor, AAP Connect AAP Co-DirectorBy: Justin RabineauFriday, Apr 5, 2024OTHER
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ArticleAfrica-US-Asia Business Partnership Forum Unveils New Horizons in Agri-EntrepreneurshipAfrica-US-Asia Business Partnership Forum Unveils New Horizons in Agri-Entrepreneurship The Africa-US-Asia Business Partnership Forum (the Forum) has emerged as a transformative and groundbreaking platform, fostering an innovative collaboration between South African, US, and Japanese academic experts and agri-entrepreneurs. This transregional partnership aims to redefine capacity strengthening for entrepreneurs and new collaborative business ventures by focusing on the shared developmental trajectories of Africa, US, and Asia, moving beyond the traditional North American and European frameworks. This partnership, funded through Partnerships for Innovative Research in Africa (PIRA), also brings diverse knowledge systems and approaches to knowledge creation and entrepreneurship, the type of partnership needed in to solve complex or “wicked” problems. Innovative Approach to Learning and Collaboration The project was inspired by "translative adaptive" literature, highlighting the parallel developmental paths of Africa and Asia. It leverages the concept of "translocal" learning, where iterative spaces empower individuals from diverse geographical and cultural contexts to exchange ideas and perspectives. This approach facilitated joint fieldwork in South Africa and Japan, enabling entrepreneurs and stakeholders to address sustainability challenges collaboratively. Insights and Collective Learning A significant achievement of the Forum has been the empirical validation of the "translocal" learning concept within the business management and entrepreneurship domains. The project showcased how South African and Japanese agri-entrepreneurs, despite their distinct socio-cultural backgrounds, converged on sustainability as a common concern. This collective learning process has paved the way for potential joint ventures aimed at tackling sustainability issues in their respective regions. Unexpectedly, the project revealed that despite initial differences, the entrepreneurs found common ground in their sustainability goals. This stemmed from continuous mutual learning and highlighted the project's capacity to bridge seemingly disparate business cultures and priorities. Lessons in Transregional Partnerships This collaboration, enriched by diverse expertise in fields like supply chain management, entrepreneurship, and sustainability, was crucial in driving the project forward. It underscored the importance of patience, respect, and openness in transregional collaborations, acknowledging the challenges posed by different time zones, work schedules, and responsibilities. These values have been instrumental in managing expectations, sharing responsibilities, and equitable fund distribution. Looking Ahead: Expanding the Partnership With plans to extend the Forum's reach beyond the initial countries, discussions with the African Development Bank are underway to secure funding for the next phase. This expansion aims to broaden the impact and include more beneficiaries The Forum has set the stage for future sustainable business ventures that transcend geographical and cultural boundaries. AAP’s Impact Participants have lauded AAP for its role in supporting the partnership, and to its commitment to the transformative potential of innovative transcontinental partnerships in fostering sustainable development and entrepreneurship.By: Justin RabineauFriday, Apr 5, 2024AGRI-FOOD SYSTEMS+1
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ArticleBridging the Divide in Agricultural Extension Training in Africa and South AsiaBridging the Divide in Agricultural Extension Training in Africa and South Asia: A Transregional Approach to Curriculum Enhancement Project team: Murari Suvedi, Michigan State University, USA; Agwu Ekwe Agwu, University of Nigeria, Nsukka, Nigeria; Charity Chanza, Lilongwe University of Agriculture and Natural Resources, Malawi; and P.V.K. Sasidhar, Indira Gandhi National Open University, India In an era where agricultural demands are increasingly complex, the work of Dr. Murari Suvedi and his team stands as a beacon of innovative transformation. Their project, funded by AAP through the Partnerships for Innovative Research in Africa (PIRA), hopes to revitalize agricultural extension training across Sub-Saharan Africa and Asia. Suvedi's research, sparked by his Fulbright Regional Research insights, underscores a pivotal shift towards a competency-based curriculum that aligns with the evolving landscapes of agricultural systems and market conditions. The project involved the collaboration of several prestigious institutions, including Michigan State University; the University of Nigeria, Nsukka; Lilongwe University of Agriculture and Natural Resources; and Indira Gandhi National Open University. The team aimed to analyze and enhance the underpinnings of agricultural extension curricula. This transregional study, covering Nigeria, Malawi, Kenya, Uganda, and South Africa, is a testament to the pressing need for curriculum reform. The initiative not only identifies core competencies required by agricultural extension workers but also bridges the gap between existing academic frameworks and the practical, skill-based requirements of the modern agricultural sector. A major accomplishment of Suvedi and his team is the creation of a comprehensive training manual designed to equip agricultural extension faculty with the latest skills and competencies. This manual is not just a document; it is a roadmap towards a more effective and responsive agricultural extension training model that resonates with the current needs of farmers and agribusinesses. The team encountered startling revelations regarding the agricultural extension curriculum used within AAP member institutions and in institutions South Asia. Suvedi conveyed the profound discovery: "The curriculum is alarmingly outdated, necessitating comprehensive revision. Additionally, there is a critical need for faculty development to familiarize them with the updated curriculum and new pedagogical resources, including basic materials and training manuals." The team’s research also revealed that the agricultural extension curricula borrowed heavily from Western models that are not in sync with the practical realities of the regions studied. This misalignment highlights the urgency for a curriculum that is relevant, modern, and capable of preparing students for the actual challenges they will face in the field. Collaboration as the Cornerstone and Lessons for the Future The project’s success in forging robust partnerships among the partners has been instrumental. These collaborations are not only academic exchanges but vital conduits for sharing resources, research findings, and best practices, fostering a unified approach to agricultural extension training. The initiative underlines the importance of regular, transparent communication and the timely allocation of resources as pillars of successful international collaboration. These principles are crucial for building trust and ensuring the sustained impact of joint research projects. The Road Ahead and Reflection on Partnership Impact Looking forward, the team will continue its impactful work by focusing on capacity strengthening for agricultural extension faculties, thereby ensuring that the new curriculum and training methodologies are not only adopted but are also effectively implemented. Suvedi has shared that engagement with AAP has been a transformative journey, not only advancing his professional growth but also contributing to a strategic overhaul of agricultural extension education in the regions studied. The project’s outputs, including country reports, research findings, and the training manual, are now enormously vital resources available for the global community.By: Justin RabineauFriday, Apr 5, 2024AGRI-FOOD SYSTEMS+1
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ArticleQ&A with University of Nigeria, Nsukka Vice Chancellor Charles IgweDuring a recent visit to Michigan State University with a delegation from University of Nigeria, Nsukka, Vice Chancellor Prof. Charles Igwe sat down with AAP communications intern Jayden Hewitt to discuss the history between the two institutions, building international partnerships, and connecting with Nigerian students in East Lansing.The following conversation has been lightly edited for clarity. Jayden: Firstly, welcome to MSU! How has your experience been at Michigan State so far? Prof Igwe: It's been very exciting to be here. And it's a visit I have looked forward to making for some years now (to) get into MSU. The mother of (the) University of Nigeria. Yes, MSU is the mother of the University of Nigeria, the inception of that university (happening) in 1960. Yeah, so I feel very excited to be at Michigan State University.Jayden: What has inspired the University of Nigeria Nsukka to join the Alliance of African Partnership consortium? Prof. Igwe: Well, like I said earlier about MSU, as a university midwife to University of Nigeria, and looking at the programs of AAP gives us the inspiration that we're going to, you know, make things happen through our collaboration with AAP. And it did, because I still remember with nostalgia, that during COVID, I had a conference with some members of AAP, and we discussed this issue, because the university was totally closed down during COVID. And it was during one of our conferences that we devised this idea of having what I call what, you know, the blended teaching that we can do some work from home and combine it with physical teaching, (during) the COVID pandemic of those days, and, and we thank God that really ended. Yeah, but we (got some) ideas through that collaboration by adopting blended teaching.Jayden: In terms of challenges, what do you perceive as the biggest hurdles in international collaborations like this, and how do you propose to overcome them? Prof. Igwe: Of course, we had to cover some of (the) lost ground. Because it would have been a total system failure, if we had not adopted that kind of blended teaching and tried to do most of the work from home, and teaching. Even meetings. I still remember the first council board meeting we had, you know, some people coming from some 100 kilometers away. We were able to stay meeting, some people were staying on record, but limited, say 1000 kilometers away.Jayden: Building bridges between institutions is crucial for the development of global education. What specific outcomes are you hoping to achieve from this visit to MSU, and in the partnership as a whole? Prof Igwe: Yeah, our own idea, then was to learn new ideas, (and learn) how to interact with colleagues in different areas of endeavor. Learn new things, you know, exchange ideas, and creativity (with) our students.Jayden: Networking and partnerships can significantly benefit students and faculty. Can you discuss any planned initiatives or programs that will directly impact the student bodies at both UNN and MSU? Prof. Igwe: You can see a number of our post-grad graduates and postgraduate students are here. When interacting with some of our postgraduate students who are now, you know, students of this university, at MSU. And of course, from the experience, they said, everything is going fine. And that it was a worthwhile stay at Nsukka. And somebody told us there, while we were interacting, that it was a goal for (an) MSU student who was coming to do some months in Africa. And that was how we got to that. He virtually collected his application, physically from UNN to MSU. Yeah, so it’s (a) worthwhile collaboration and networking (opportunity).Jayden: You mentioned meeting some students here at MSU. What was that like to see them here? Prof. Igwe: Fantastic! Because I keep telling them that internet tribalism is a universal business. You don't complain that you don't know this, just because in some parts of the world, having an opportunity to study at MSU exposes our students to (some of the best) international practices.Jayden: The AAP consortium is known for its emphasis on collaborative research. Are there any particular areas of research where you see potential for joint projects between UNN and MSU through AAP? Prof. Igwe: Yes, I see future collaboration in the areas of agriculture, which MSU is known for, the land grant system, which UNN really copied. Because we are also the first university in Sub Saharan Africa, to adopt the land grant system. And we also think about other areas like agribusiness, like in medicine, medical sciences. I can see one of my faculties in nursing, taking a degree program in nursing here. So these are the areas even in industrial packaging, understand that MSU is fantastic in industrial packaging. And in sports I went to your (MSU’s) sports facilities the other day, and I said, ‘oh wow’, no wonder in the early stages of University of Nigeria, why we’re all collecting all the medals in track and field events. Yeah. MSU’s known for sports. So there are so many, so many things to learn from MSU!Jayden: Looking towards the future, how do you envision the relationship between UNN and MSU and other consortium members evolving over the next five or so years within the AAP framework? Prof. Igwe: I see an expanded relationship. And there's a relationship that we get, you know, so expanded (and) involved in a number of programs, academic programs. And even, for instance, I came here with the person that is in charge of day to day running of our accounting system, I want her to learn from MSU experience. So I see our future relationship (as one) that will incorporate all fields of endeavor.Jayden: Sustainable development goals are increasingly becoming a focus for educational institutions worldwide. How do UNN, MSU and other members, through the consortium, plan to address these goals? Prof. Igwe: Yeah of course, the sustainable development of what is really known, that world transformed from Millennium development, to sustainable development and global sustainable development goals, is becoming a very common thing. Because we're looking at, you know, the areas of climate change initiative, and all the rest of them, a number of if we mentioned agriculture, we'll find out that even agriculture has been affected by the climate change, for myself to adopt new ideas, and, you know, then some other areas. I mean, some other ways of mitigating climate change, so that they will be able to increase, increase yield, and cut down on agricultural losses. Jayden: Partnerships often hinge on shared goals and values. In what ways do UNN and MSU's visions for the future align, especially in the context of the AAP consortium? Prof. Igwe: We're going to learn a lot from MSU, because I think they are already very deep into the story of sustainable development goals, especially in the areas of natural resources development.Jayden: What are some things that you feel, from your experience that you're going to bring from UNN, not only to the partnership here at MSU, but the consortium as a whole? Prof. Igwe: We have most of our areas that are quite underdeveloped. And we have a lot to learn from our petroleum industry, from our engineering, and from geology and from agriculture in Sub Saharan Africa, you know, it needs to be studied. Absolutely. So it needs studied and know different ways of trying to improve yield, increase yield, which is going to be of benefit to mankind.Jayden: What are some goals that you all at UNN have? And what are some things that you can bring over to MSU? Prof. Igwe: In Nigeria, it makes it possible for us, you know, our population, our population is mainly almost 70% of our population is made up of youth. And these youths can contribute a lot. Both economic and educational development. So we have humans, and we have natural resources. And we have ideas, especially in the area of natural resources.By: Justin RabineauFriday, Apr 5, 2024EDUCATION
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ArticleEducating 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. WatsonThursday, Apr 4, 2024CULTURE AND SOCIETY+2
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Article"I think we're all teachers even though we're students": Examining Youth Perspectives of Peer SupporYouth 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. MarcianoThursday, Apr 4, 2024YOUTH EMPOWERMENT+1
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ArticleGenerating New Narratives: Examining Youths' Multiliteracies in Youth Participatory Action ResearchThis 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. MarcianoThursday, Apr 4, 2024YOUTH EMPOWERMENT+1
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