Tèmítọ́pẹ́ Ọ̀jẹ́délé-Adéjùmọ̀

To echo the wisdom of Alice Walker (1983), “In my own work I write not only what I want to read—understanding fully and indelibly that if I don’t do it, no one else is so vitally interested or capable of doing it to my satisfaction—I write all the things I should have been able to read” (Walker 1983, 13). This powerful statement resonates deeply with my experience as a Ph.D. student at a predominantly white institution in the U.S. A central concern that has preoccupied me throughout my studies is the erasure of African voices and perspectives within citation practices. Although some Black scholars’ works are included in the program, the representation often feels tokenistic and does not fully reflect the rich diversity of Black experiences, especially those from the African continent. In many of the arguments presented, I struggle to see my Blackness, my African identity, and the complex narratives that shape my worldview.

This issue extends beyond citation practices; it permeates classroom discussions as well. When African perspectives are introduced as case studies, these contributions are frequently met with reluctance or even dismissed altogether. This experience forces one to grapple with the “outsider-within” mentality (Collins, 2002), a concept that perfectly encapsulates the feeling of being present yet overlooked, of existing within an academic space that often feels unwelcoming and fails to recognize the validity of our experiences and knowledge.

As I reflect on my intellectual journey, I realize that my engagement with these challenges is not just a personal struggle but a responsibility I bear for future international African students who will walk these same corridors. I write not only for myself but for those who will come after me, who deserve to see themselves reflected in the curriculum, to engage with case studies that resonate with their lived experiences, and to explore cultural artifacts that are meaningful to them. My goal is to create scholarship that they can connect with—scholarship that acknowledges their presence, honors their heritage, and challenges the dominant narratives that have long ignored or misrepresented African voices.

In this pursuit, I am driven by a desire to contribute to an academic environment where future international African students can feel at home. I want them to find comfort in seeing their stories told accurately, their cultures respected, and their intellectual contributions valued. My work is not just about adding African perspectives to the conversation; it is about transforming the conversation itself, ensuring that it is inclusive, equitable, and reflective of the diverse voices that make up our global community.

Works Cited

Walker, A. (1983) In search of our mother’s gardens. Harcourt Brace Jovanovich.

Collins, P. H. (2002). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. Routledge.