Komla Dumor's message about Africans telling their own stories really connects with the work I am doing to develop my kindergarten curriculum. Before beginning this fellowship, I had never intentionally taught a unit focused on Africa. As I started collecting books and resources, I realized how important it is to consider not only what stories I was sharing, but also who was telling them.

I think centering African voices matters because there is a difference between learning about people and learning from them. For so long, narratives about Africa have focused on poverty, wildlife, conflict, or what outsiders perceive as important. These perspectives can overlook the everyday experiences, accomplishments, creativity, and diversity of African people. When Africans tell their own stories, they have the opportunity to define their experiences rather than having others define them.

As I look at the books I've collected, including Idia of the Benin Kingdom, Double Trouble for Anna Hibiscus, and Mama Miti, I recognize that I have to continue to be more intentional about examining the authors, illustrators, and perspectives represented. I also recognize that being African does not mean having one shared experience or perspective. Africa is a continent of many countries, cultures, languages, and histories.

For my kindergarten students, I want these stories to create opportunities for connection. I want them to see African children playing, families caring for one another, communities solving problems, and leaders making meaningful contributions. I also want to challenge myself to move beyond simply selecting books with African characters and make sure African voices are helping shape what and how I teach.

This fellowship has pushed me to become more thoughtful about whose stories are told, whose voices are missing, and the responsibility I have as an educator to make room for those voices.