The intention of the study is to come into a better understanding of the way in which the Diasporic body comes to know and understand its subjectivity within the governing contemporary public sphere. I suggest that this knowledge is diverse and that it can assist us to re-conceptualize learning in the context of schooling and education. I am interested in this seemingly mundane thing of ‘blackness’ and the way in which the signifying power of ‘blackness’ has come to constitute the conditions of possibility for the formation of a certain humanism. I trace somewhat abstract historical trajectories in order to better understand how contemporary everyday Diasporic life comes to be classified, organized, self-regulated and inscribed through particular intersections of race by way of gender, ableism, class, and sexuality. I seek to ascertain ways in which race is interpreted as the ‘Truth’ in order to impute the ethic of colonialism onto the Diasporic body. With this study my interest concerns understanding my lived experiences within the context of Diaspora and about how I come to make sense of race/racism/blackness through the cultural location of the colonial West. I am seeking to understand how, at certain moments, abject bodies of the Diaspora become predisposed to socialize in specific ways through these protean subjectivities. My interest involves coming to know critical pedagogies immanent to African Diasporic spaces that are germane for re-imagining schooling and education. I am interested in the school as a Diasporic space, the pedagogical and instructional implications for the teacher/educator, and about the ways in which meaning is made of Diaspora. I am suggesting writing Diaspora for schooling and education presents alternative ways of making sense of one’s subjectivity, citizenry, identity, about coming to know and understand how belonging, power and privilege come to be inscribed within the governing nation-state.

The intention of the study is to come into a better understanding of the way in which the Diasporic body comes to know and understand its subjectivity within the governing contemporary public sphere. I suggest that this knowledge is diverse and that it can assist us to re-conceptualize learning in the context of schooling and education. I am interested in this seemingly mundane thing of ‘blackness’ and the way in which the signifying power of ‘blackness’ has come to constitute the conditions of possibility for the formation of a certain humanism. I trace somewhat abstract historical trajectories in order to better understand how contemporary everyday Diasporic life comes to be classified, organized, self-regulated and inscribed through particular intersections of race by way of gender, ableism, class, and sexuality. I seek to ascertain ways in which race is interpreted as the ‘Truth’ in order to impute the ethic of colonialism onto the Diasporic body. With this study my interest concerns understanding my lived experiences within the context of Diaspora and about how I come to make sense of race/racism/blackness through the cultural location of the colonial West. I am seeking to understand how, at certain moments, abject bodies of the Diaspora become predisposed to socialize in specific ways through these protean subjectivities. My interest involves coming to know critical pedagogies immanent to African Diasporic spaces that are germane for re-imagining schooling and education. I am interested in the school as a Diasporic space, the pedagogical and instructional implications for the teacher/educator, and about the ways in which meaning is made of Diaspora. I am suggesting writing Diaspora for schooling and education presents alternative ways of making sense of one’s subjectivity, citizenry, identity, about coming to know and understand how belonging, power and privilege come to be inscribed within the governing nation-state.