Learning about Ajami has challenged some of my assumptions about the history of literacy in Africa. I was particularly interested to discover that African communities adapted Arabic script to write their own languages, including Wolof, Hausa, Fulfulde, Mandinka, and Kiswahili. This tradition developed over centuries in different regions of Africa, long before European colonial education systems were established.

The surviving manuscripts, poetry, religious writings, and even business records show how African people used writing to document their everyday lives, preserve knowledge, and communicate within their communities. What stands out to me is the creativity and agency involved in adapting a writing system to meet the needs of different African languages.

I also think about the significance of Ajami to world heritage. These writings allow us to understand African history through the voices of Africans themselves rather than relying solely on accounts written by outsiders.

As a kindergarten teacher developing a curriculum about Africa, I see an opportunity to introduce my students to the many ways people communicate and preserve their stories. More importantly, learning about Ajami reminds me to be intentional about presenting Africa as a continent with rich intellectual histories, innovation, and cultural contributions.