eprintid: 36213
rev_number: 29
eprint_status: archive
userid: 8859
dir: disk0/00/03/62/13
datestamp: 2025-03-13 08:13:56
lastmod: 2025-03-13 09:09:50
status_changed: 2025-03-13 08:13:56
type: doctoralThesis
metadata_visibility: show
creators_name: Anyanwu, Lynn Nnenna
title: All The Salsa In Between: Examining West African Influences on Afro-Latino Culture and Identity Through Multicultural Education Transformative Practices in Spanish/Portuguese Classrooms and Beyond
subjects: ddc-300
subjects: ddc-370
subjects: ddc-460
subjects: ddc-860
subjects: ddc-980
subjects: ddc-990
divisions: i-100001
adv_faculty: af-10
keywords: Afrodescendants in Latin America
Educational Equity
Anti-racist Education
Afrocentric Curriculum
Afro-Caribbean Identity
Hidden African History
Latin American Black History
Afro-Latin Diaspora
Afro-Indigenous Connections
Race and Ethnicity in Education
cterms_swd: Afro-Latino Identity
cterms_swd: Afro-Latino Culture
cterms_swd: African Influences
cterms_swd: Multicultural Education
cterms_swd: Curriculum Development
cterms_swd: Spanish and Portuguese Language Education
cterms_swd: Foreign Language Instruction
cterms_swd: Cultural Representation
cterms_swd: Project-Based Learning (PBL)
cterms_swd: Decolonizing Education
cterms_swd: Social Justice in Education
cterms_swd: Ethnic Studies
cterms_swd: Afro-Latin Studies
cterms_swd: Cultural Memory
cterms_swd: Diversity and Inclusion
abstract: The purpose of this study is to develop a comprehensive curriculum guide for teaching Afro-Latino history, culture, and identity, with a particular emphasis on African influences, to students in grades 6-12 enrolled in Spanish and Portuguese foreign language classes in the United States. The curriculum is designed to integrate Afro-Latino contributions into the broader educational framework, ensuring meaningful representation within world language instruction.
This study is driven by the need to recognize and make visible the Afro-Latino population, a historically marginalized group within world language education. Addressing this gap fosters diversity, inclusion, and equity in the curriculum, equipping students with the necessary knowledge to critically engage with cultural histories. The study aligns with educational standards and principles of decolonizing education by centering Afro-Latino voices, challenging stereotypes, and advocating for social justice. It encourages students to reflect on their own identities while appreciating the cultural diversity of others.
A mixed-methods research approach was employed, incorporating both qualitative and quantitative methodologies. The qualitative component utilized phenomenology and ethnographic approaches, including interviews, discussions, videos, observations, and reflections. The quantitative aspect involved pre- and post-tests, project-based learning (PBL) rubrics, and Likert-scale questionnaires. Research phases included fieldwork in West African heritage sites (Nigeria, Benin, Ghana, Senegal) and historical Afro-Latino communities (Puerto Rico, Cuba, Mexico, Guatemala, Colombia, Ecuador, Peru, Brazil) conducted between 2010 and 2017. These experiences informed the development of the curriculum guide, which was further refined through the implementation of a four-week workshop in May 2022, involving 110 students (ages 14–17) across five classes.
The study applied triangulation using tests, questionnaires, reflections, presentations, discussion questions, and interviews to assess the curriculum’s effectiveness. Findings from the workshop sessions demonstrated the curriculum’s impact in fostering a deeper understanding and proactive engagement with Afro-Latino heritage. Key themes that emerged included recognition of diversity, acknowledgment of Afro-Latino contributions, African cultural influences, socio-political struggles, personal identity connections, empathy, and a shift toward social action. These findings validate the curriculum’s role in transforming student perspectives and enhancing multicultural education.
A key contribution of this study is the creation of an Afro-Latino curriculum guide, which provides structured lesson plans, activities, and an accompanying website, enriching both foreign language and cultural studies. By offering an inclusive, research-based framework for teaching Afro-Latino heritage, this study advances Afro-Latin Studies, world language education, and broader discussions on identity, history, and cultural representation.
date: 2025
id_scheme: DOI
id_number: 10.11588/heidok.00036213
ppn_swb: 1919693297
own_urn: urn:nbn:de:bsz:16-heidok-362138
date_accepted: 2024-06-27
advisor: HASH(0x5608d1885200)
language: eng
bibsort: ANYANWULYNALLTHESALS20250312
full_text_status: public
place_of_pub: Heidelberg
citation:   Anyanwu, Lynn Nnenna  (2025) All The Salsa In Between: Examining West African Influences on Afro-Latino Culture and Identity Through Multicultural Education Transformative Practices in Spanish/Portuguese Classrooms and Beyond.  [Dissertation]     
document_url: https://archiv.ub.uni-heidelberg.de/volltextserver/36213/1/All%20THE%20SALSA%20IN%20BETWEEN-REVISED%20AND%20SUBMITTED-%203-3-2025.pdf