One thing that stands out to me about contested geographies is that land is more than physical space. It holds people's histories, cultures, memories, and identities. In considering Dr. Menna Agha's work, I think about Nubian communities and how displacement and outside control over land can affect not only where people live but also their sense of belonging. Colonialism is not simply about claiming territory. It also involves deciding whose voices matter, who has the authority to make decisions, and whose connections to a place are valued.

As a kindergarten teacher, I think about how to introduce these ideas in ways that are developmentally appropriate. My students are beginning to understand concepts like community, fairness, and belonging. I could introduce contested geography by asking questions such as, "Who gets to decide what happens in our community?" or "How would you feel if someone changed a place that was important to you without asking?"

As I continue developing my Africa curriculum, I want to be intentional about presenting geography as more than maps, borders, and physical features. I want students to understand that people shape their environments and that places hold meaning for the people who live there. Most importantly, I want to center African voices and experiences rather than teaching about Africa solely through the perspectives of outsiders.