Our paper examines the place of Pan-Africanism as an educational, political, and cultural movement which had a lasting impact on the on the relationship between liberation and people of African descent, in the continent of Africa and the Diaspora. We also show its evolution, beginning with formerly enslaved Africans in the Americas, to the colonial borders of the 1884 Berlin Conference, and conclude with the independence movements in Africa. For formerly enslaved Africans, Pan-Africanism was an idea that helped them see their commonalities as victims of racism. That is, they realized that they were enslaved because they came from the same continent and shared the same racial heritage. They associated the continent of Africa with freedom. The partitioning of Africa at the Berlin Conference (colonialism) created pseudo-nation states out of what was initially seen as an undivided continent. Pan-Africanism provided an ideology for rallying Africans at home and abroad against colonialism, and the creation of colonial nation-states did not erase the idea of a united Africa. As different African nations gained political independence, they took it upon themselves to support those countries fighting for their independence. The belief, then, was that as long as one African nation was not free, the continent could not be viewed as free. The existence of nation-states did not imply the negation of Pan-Africanism. The political ideas we examine include those of Marcus Garvey, W.E.B. Du Bois, Kwame Nkrumah, Maya Angelou, and Thabo Mbeki. Pan-Africanism, as it were, has shaped how many people understand the history of Africa and of African people.

Our paper examines the education of African children in countries that were colonized by Britain, including Ghana, South Africa, and Zimbabwe. We show how education plays an important role in shaping and transforming cultures and societies. Although the colonies received education, schools were segregated according to race and ethnicity, and were designed to produce racially stratified societies, while loyalty and allegiance to Britain were encouraged so that all felt they belonged to the British Empire or the Commonwealth. In writing about the education of African children in British colonies, the intention is not to convey the impression that education in Africa began with the arrival of the colonizers. Africans had their own system and history of education, but this changed with the incursion by missionaries, educators as well as conquest and colonialism.

Our paper examines the place of Pan-Africanism as an educational, political, and cultural movement which had a lasting impact on the on the relationship between liberation and people of African descent, in the continent of Africa and the Diaspora. We also show its evolution, beginning with formerly enslaved Africans in the Americas, to the colonial borders of the 1884 Berlin Conference, and conclude with the independence movements in Africa. For formerly enslaved Africans, Pan-Africanism was an idea that helped them see their commonalities as victims of racism. That is, they realized that they were enslaved because they came from the same continent and shared the same racial heritage. They associated the continent of Africa with freedom. The partitioning of Africa at the Berlin Conference (colonialism) created pseudo-nation states out of what was initially seen as an undivided continent. Pan-Africanism provided an ideology for rallying Africans at home and abroad against colonialism, and the creation of colonial nation-states did not erase the idea of a united Africa. As different African nations gained political independence, they took it upon themselves to support those countries fighting for their independence. The belief, then, was that as long as one African nation was not free, the continent could not be viewed as free. The existence of nation-states did not imply the negation of Pan-Africanism. The political ideas we examine include those of Marcus Garvey, W.E.B. Du Bois, Kwame Nkrumah, and Thabo Mbeki.

Recent discourse on the Fourth Industrial Revolution has highlighted several challenges that educational institutions face. This paper examines how one institution in the Southeastern United States utilizes cybersecurity certification programs to prepare both students and faculty for opportunities and challenges presented by the Fourth Industrial Revolution. This qualitative, descriptive, phenomenological study draws on Carroll's (1963) concept of learning, which includes constructs such as opportunity to learn, quality of instruction, perseverance, and aptitude. Data revealed faculty's experiences regarding knowledge production in a paradigm brought by new technologies. Despite the challenge, the study showed that faculty have few options other than leveraging open educational resources to remain competitive. The study recommends expanding research to examine the lack of professional development in the cybersecurity academic context and faculty members' motivation to self-train to remain competitive.

This paper examines the role of time and space in how humans experience and describe intergenerational memory. Drawing on a variety of disciplines and the humanities, I highlight how memory is context-dependent and shaped by encounters that alter prior experiences. Intergenerational memory can be communicated via literature, music, artifacts, oral stories, and other material objects. As human knowledge and encounters with others multiply, what people know and remember play an important role in how intergenerational memory is understood and communicated. Viewed through the lens of Guattari and Deleuze’s assemblage and rhizome theories, this article argues that a study of memory is complex yet well-suited to analyzing multiple realities. The article also explores the role of technology and artificial intelligence in transmitting intergenerational memory and notes that some AI tools can produce hallucinations and are vulnerable to false memory creation. As intergenerational and memory studies engage with the Fourth Industrial Revolution and its technologies, the article also invites readers to view such technologies as part of the global human experience.