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Explores new forms of cosmopolitan identity constructed in contemporary diasporic fictions
 
The expanding number of migrants to the United States from continental Africa since the 1960s has led to a flourishing twenty-first-century literary corpus by immigrants and the children of immigrants. Transit Lit: Fictions of Migration in Twenty-First-Century African Immigrant Literature analyzes key works by African immigrant authors such as Chimamanda Ngozi Adichie, Teju Cole, and Yaa Gyasi to argue that such texts reveal the tensions between the authors’ own cosmopolitan ideals and a necessary critique of how such ideals become co-opted and commodified within contemporary geopolitics. Cameron Leader-Picone offers a new conceptual framework for reading contemporary diasporic texts that do not fit easily into national or continental traditions or previous literary models. Instead, he argues for the need to embrace the overlapping instabilities—of meaning, identity, and citizenship—that characterize twenty-first-century diasporic movement in an interconnected world. These texts, and the constructions of identity that they trace, map the terrain of contemporary migration.
 

The 2006 United Nations Convention on the Rights of Persons with Disabilities (UN CRPD) is the first human rights treaty to explicitly acknowledge the right to education for persons with disabilities. In order to realize this right, the convention’s Article 24 mandates state parties to ensure inclusive education systems that overcome outright exclusion as well as segregation in special education settings. Despite this major global policy change to tackle the discriminations persons with disabilities face in education, this has yet to take effect in most school systems worldwide.

Focusing on the factors undermining the realization of disability rights in education, Julia Biermann probes current meanings of inclusive education in two contrasting yet equally challenged state parties to the UN CRPD: Nigeria, whose school system overtly excludes disabled children, and Germany, where this group primarily learns in special schools. In both countries, policy actors aim to realize the right to inclusive education by segregating students with disabilities into special education settings. In Nigeria, this demand arises from the glaring lack of such a system. In Germany, conversely, from its extraordinary long-term institutionalization. This act of diverting from the principles embodied in Article 24 is based on the steadfast and shared belief that school systems, which place students into special education, have an innate advantage in realizing the right to education for persons with disabilities. Accordingly, inclusion emerges to be an evolutionary and linear process of educational expansion that depends on institutionalized special education, not a right of persons with disabilities to be realized in local schools on an equal basis with others. This book proposes a refined human rights model of disability in education that shifts the analytical focus toward the global politics of formal mass schooling as a space where discrimination is sustained.

Typologies of Humor in African Literatures is a study on the use of humor and comedy in African literary texts across the twentieth century. Despite humor being omnipresent in African societies and their literatures, discussions of contemporary African literature have largely dismissed it as being too lighthearted compared to the more serious issues of post-colonial history, class inequality, and politics. Adwoa A. Opoku-Agyemang, while acknowledging the seriousness of the subject matter, establishes humor as an essential component of African fiction.

The book analyzes four comedic archetypes: the Trickster, who is unapologetically amoral and entertaining; the Mimic, whose everyday dealings exude ambiguity; the Interpreter, who demonstrates the comic potential of language differences while showing how a single message can mean contrasting things; and the Deviant, who throws norms into question all the while reinforcing them. These character types and the humor they produce present a constant pursuit of balance between contrasting worldviews and frames of reference within the imbrication of different languages, classes, political factions, genders, and (un)officialdoms. The product of these rowdy relations are people who take the weirdness and run with it to generate diegetic and intradiegetic laughs. By analyzing Francophone and Anglophone African writing and how it overlays local languages, Opoku-Agyemang contributes a uniquely African voice to the primarily Western-dominated field of humor studies.