Michael Takafor Ndemanu
Biographic Data
| ID | 183610 |
|---|---|
| NAME | Michael Takafor Ndemanu |
| GIVEN NAMES | Michael Takafor |
| FAMILY NAME | Ndemanu |
| SIGNATURE | NDEMANU M T |
| AFFILIATIONS | Ball State University |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Embracing Intergroup Dialogue for a Thriving Democracy: The Role of Teacher Education Programs in Bridging the Gaps
For democracy to thrive in a pluralistic society, there must be meaningful and sustained intergroup and interracial dialogues that support citizens of all backgrounds in understanding their shared humanity so that they may work together to address societal challenges. This article begins by using critical race theory (CRT) as an analytical framework to explore instructional approaches that preservice and in-service teachers might use to dissect r…
Missing the Mark: Assessing Dispositions and the Reification of Whiteness in Teacher Preparation
In order to explore whether the WatermarkTM Educator Disposition Assessment (EDA) is an equitable assessment for all teacher candidates regardless of race, this study used a Quantitative Critical Race Theory (QuantCrit) methodological design to analyze a pilot implementation of the assessment representing 650 discreet disposition assessments undertaken in 24 designated courses in five distinct programs of educator preparation at a midsized Midwes…
Transnational identity formation of second-generation Cameroonian youth in the United States: A perspective of a Cameroonian parent-educator
This essay explores the intricacies of transnational identity development among young Cameroonian-Americans. The paper also examines the intersectionality of socioeconomic and geographic factors influencing the transnational identity development of second-generation Cameroonian-Americans. It argues that cultural identity development among second-generation Cameroonian-Americans is influenced by both the culture of their heritage country, Cameroon…
Traditional African religions and their influences on the worldviews of Bangwa people of Cameroon
This essay explores the traditional African religious beliefs and practices of the people of Bangwa in the Southwestern region of Cameroon in order to uncover how those beliefs influence their thought processes and worldviews. In the course of rethinking and re-examining their belief systems and their traditional religious practices, the following themes emerged: religious sacrifices, observance of the Sabbath, belief system, incontrovertible bel…
Culturally Responsive Pedagogy for African Immigrant Children in U.S. P-12 Schools
This article sheds light on the challenges African immigrant children face in navigating through a relatively different and unfamiliar system of education in the United States. It also provides pre-emigration background information to the systems of education prevalent in Africa as well as the culturally responsive teaching strategies that support and enhance learning for the African immigrant students. Teachers of African immigrant children arou…
Translingual practice among African immigrants in the US: Embracing the mosaicness of the English language
There is a need to embrace translingualism in order to avert covert tensions that emanate from the ascription of linguistic supremacy to 'standard' English, especially among teachers of immigrant children and in overall public discourse. Drawing inspiration from the 1974 resolutions of the Conference on College Composition and Communication and the 1996 Universal Declaration of Linguistic Rights which advocate the empowerment of students to 'own'…
Antecedents of College Campus Protests Nationwide: Exploring Black Student Activists' Demands
Michael T. Ndemanu, Antecedents of College Campus Protests Nationwide: Exploring Black Student Activists’ Demands, The Journal of Negro Education, Vol. 86, No. 3, Special Issue—When Voices Rise: Race, Resistance, and Campus Uprisings in the Information Age (Summer 2017), pp. 238-251
Ebonics, to Be or Not to Be? A Legacy of Trans-Atlantic Slave Trade
This article discusses the historical underpinnings of Ebonics as a product of linguistic influence of Bantu languages spoken in West Africa today. Many teacher educators preparing White pre-service teachers for linguistic diversity in public schools tend to focus mostly on respecting culturally different students’ home languages without employing historical, lexical, grammatical, and phonological evidence to challenge students’ deficit thinking …
Culturally Responsive Pedagogy for African Immigrant Children in U.S. P-12 Schools
This article sheds light on the challenges African immigrant children face in navigating through a relatively different and unfamiliar system of education in the United States. It also provides pre-emigration background information to the systems of education prevalent in Africa as well as the culturally responsive teaching strategies that support and enhance learning for the African immigrant students. Teachers of African immigrant children arou…
Antecedents of College Campus Protests Nationwide: Exploring Black Student Activists' Demands
Michael T. Ndemanu, Antecedents of College Campus Protests Nationwide: Exploring Black Student Activists’ Demands, The Journal of Negro Education, Vol. 86, No. 3, Special Issue—When Voices Rise: Race, Resistance, and Campus Uprisings in the Information Age (Summer 2017), pp. 238-251
Translingual practice among African immigrants in the US: Embracing the mosaicness of the English language
There is a need to embrace translingualism in order to avert covert tensions that emanate from the ascription of linguistic supremacy to 'standard' English, especially among teachers of immigrant children and in overall public discourse. Drawing inspiration from the 1974 resolutions of the Conference on College Composition and Communication and the 1996 Universal Declaration of Linguistic Rights which advocate the empowerment of students to 'own'…
Transnational identity formation of second-generation Cameroonian youth in the United States: A perspective of a Cameroonian parent-educator
This essay explores the intricacies of transnational identity development among young Cameroonian-Americans. The paper also examines the intersectionality of socioeconomic and geographic factors influencing the transnational identity development of second-generation Cameroonian-Americans. It argues that cultural identity development among second-generation Cameroonian-Americans is influenced by both the culture of their heritage country, Cameroon…
Ebonics, to Be or Not to Be? A Legacy of Trans-Atlantic Slave Trade
This article discusses the historical underpinnings of Ebonics as a product of linguistic influence of Bantu languages spoken in West Africa today. Many teacher educators preparing White pre-service teachers for linguistic diversity in public schools tend to focus mostly on respecting culturally different students’ home languages without employing historical, lexical, grammatical, and phonological evidence to challenge students’ deficit thinking …
Translingual practice among African immigrants in the US: Embracing the mosaicness of the English language
There is a need to embrace translingualism in order to avert covert tensions that emanate from the ascription of linguistic supremacy to 'standard' English, especially among teachers of immigrant children and in overall public discourse. Drawing inspiration from the 1974 resolutions of the Conference on College Composition and Communication and the 1996 Universal Declaration of Linguistic Rights which advocate the empowerment of students to 'own'…
Antecedents of College Campus Protests Nationwide: Exploring Black Student Activists' Demands
Michael T. Ndemanu, Antecedents of College Campus Protests Nationwide: Exploring Black Student Activists’ Demands, The Journal of Negro Education, Vol. 86, No. 3, Special Issue—When Voices Rise: Race, Resistance, and Campus Uprisings in the Information Age (Summer 2017), pp. 238-251
Traditional African religions and their influences on the worldviews of Bangwa people of Cameroon
This essay explores the traditional African religious beliefs and practices of the people of Bangwa in the Southwestern region of Cameroon in order to uncover how those beliefs influence their thought processes and worldviews. In the course of rethinking and re-examining their belief systems and their traditional religious practices, the following themes emerged: religious sacrifices, observance of the Sabbath, belief system, incontrovertible bel…
Culturally Responsive Pedagogy for African Immigrant Children in U.S. P-12 Schools
This article sheds light on the challenges African immigrant children face in navigating through a relatively different and unfamiliar system of education in the United States. It also provides pre-emigration background information to the systems of education prevalent in Africa as well as the culturally responsive teaching strategies that support and enhance learning for the African immigrant students. Teachers of African immigrant children arou…
Transnational identity formation of second-generation Cameroonian youth in the United States: A perspective of a Cameroonian parent-educator
This essay explores the intricacies of transnational identity development among young Cameroonian-Americans. The paper also examines the intersectionality of socioeconomic and geographic factors influencing the transnational identity development of second-generation Cameroonian-Americans. It argues that cultural identity development among second-generation Cameroonian-Americans is influenced by both the culture of their heritage country, Cameroon…
Missing the Mark: Assessing Dispositions and the Reification of Whiteness in Teacher Preparation
In order to explore whether the WatermarkTM Educator Disposition Assessment (EDA) is an equitable assessment for all teacher candidates regardless of race, this study used a Quantitative Critical Race Theory (QuantCrit) methodological design to analyze a pilot implementation of the assessment representing 650 discreet disposition assessments undertaken in 24 designated courses in five distinct programs of educator preparation at a midsized Midwes…
Embracing Intergroup Dialogue for a Thriving Democracy: The Role of Teacher Education Programs in Bridging the Gaps
For democracy to thrive in a pluralistic society, there must be meaningful and sustained intergroup and interracial dialogues that support citizens of all backgrounds in understanding their shared humanity so that they may work together to address societal challenges. This article begins by using critical race theory (CRT) as an analytical framework to explore instructional approaches that preservice and in-service teachers might use to dissect r…
Political science (5 works) · Sociology (5 works) · Critical Race Theory in Education (3 works) · Gender Studies (3 works) · Law (3 works) · Multilingual Education and Policy (3 works) · Social science (3 works) · Aesthetics (2 works) · Demography (2 works) · Demography (2 works)