“The New Life Catechism” is now available in French, and the English and French Bilingual Edition

“‘The New Life Catechism’ is now available in French and the English and French Bilingual Edition”

I’m pleased to announce the publication of the French version of my new book as well as the English and French bilingual edition of the same text.

1. The French Version

Description

Product description

Le Catéchisme de la nouvelle vie concerne la formation et le développement spirituel et est conçu pour enseigner aux enfants les grandes vérités théologiques et les pratiques éthiques de la foi chrétienne. Il est écrit avec une grande clarté et précision théologique et une éloquence rhétorique. Ce guide axé sur l’Évangile attire notre attention sur la relation entre la vie chrétienne, la société et les bonnes œuvres, et sur la manière dont les enfants chrétiens devraient vivre dans la société et avec les autres, dans leurs relations et dans la paix. Il nous enseigne l’importance de la différence et de l’unité, ainsi que la beauté de la diversité et de la multiplicité exprimées par la création de Dieu et les diverses cultures, races et groupes ethniques que Dieu a créés pour sa gloire. Cet étude peut être utilisée dans les classes dominicales et les petits groupes sur la formation spirituelle des enfants. Le public ciblé comprend deux groupes d’âges différents : 3 à 7 et 8 à 11 ans, respectivement. Les parents chrétiens et les éducateurs liront le catéchisme au premier groupe d’âge ; les enfants appartenant au deuxième groupe d’âge peuvent le lire par eux-mêmes.

Néanmoins, les personnes de tous les groupes d’âge trouveront cette déclaration résumée de la foi chrétienne informative, perspicace, stimulante et doctrinalement valable. L’objectif général de ce livre est d’amener les individus, en particulier les enfants chrétiens, à aimer Dieu avec plus de passion et d’affection, à grandir davantage dans la grâce et dans notre connaissance et notre compréhension du Dieu trinitaire et à atteindre une maturité progressive dans nos relations et interactions avec nos voisins. Nous espérons également que le Catéchisme de la nouvelle vie aidera l’église à construire cette nouvelle vie radicale que nous sommes appelés à vivre dans ce monde et à combattre et résoudre ainsi la crise de l’analphabétisme biblique chez les enfants et les adultes chrétiens de notre culture, en particulier dans les milieux chrétiens. Le livre est également disponible en anglais, français et en créole.https://www.amazon.com/gp/aw/d/1712708422/ref=dbs_a_w_dp_1712708422

2. The English and French Bilingual Edition

Description

Product description

The New Life Catechism is about spiritual formation and development and so designed to teach children about the great theological truths and ethical practices of the Christian faith. It is written with great theological clarity and precision, and rhetorical eloquence. This gospel-focused guide directs our attention to the relationship between the Christian life, society, and doing good works, and also focuses on how Christian kids should live in society and with others relationally and peacefully. It teaches us about the importance of difference and unity, and the beauty of diversity and multiplicity expressed through God’s creation and the various cultures, races, and ethnic groups God made for his glory. This study can be used in Sunday school classes and small groups on spiritual formation for children. The target audience includes two different age groups: 3-7, and 8-11, respectively. Christian Parents and educators will read the catechism to the first age group; children belonging to the second age group can read it by themselves. Nonetheless, individuals of any age group will find this summarized statement of the Christian faith informative, insightful, empowering, and doctrinally sound. The overall objective of this book is to lead individuals, especially Christian children, to love God more passionately and affectionately, as well as to grow more in grace and in our knowledge and understanding of the Triune God and to achieve gradual maturity in our relationships and interactions with our neighbor. We also hope that The New Life Catechism will help the church to construct this new radical life we are called to live in this world and to combat and thus solve the crisis of biblical illiteracy among Christian children and adults in our culture, especially in Christian circles. The book is also available in English, French, and Creole.

“Le Catéchisme de la nouvelle vie” concerne la formation et le développement spirituel et est conçu pour enseigner aux enfants les grandes vérités théologiques et les pratiques éthiques de la foi chrétienne. Il est écrit avec une grande clarté et précision théologique et une éloquence rhétorique. Ce guide axé sur l’Évangile attire notre attention sur la relation entre la vie chrétienne, la société et les bonnes œuvres, et sur la manière dont les enfants chrétiens devraient vivre dans la société et avec les autres, dans leurs relations et dans la paix. Il nous enseigne l’importance de la différence et de l’unité, ainsi que la beauté de la diversité et de la multiplicité exprimées par la création de Dieu et les diverses cultures, races et groupes ethniques que Dieu a créés pour sa gloire. Cet étude peut être utilisée dans les classes dominicales et les petits groupes sur la formation spirituelle des enfants. Le public ciblé comprend deux groupes d’âges différents : 3 à 7 et 8 à 11 ans, respectivement. Les parents chrétiens et les éducateurs liront le catéchisme au premier groupe d’âge ; les enfants appartenant au deuxième groupe d’âge peuvent le lire par eux-mêmes.Néanmoins, les personnes de tous les groupes d’âge trouveront cette déclaration résumée de la foi chrétienne informative, perspicace, stimulante et doctrinalement valable. L’objectif général de ce livre est d’amener les individus, en particulier les enfants chrétiens, à aimer Dieu avec plus de passion et d’affection, à grandir davantage dans la grâce et dans notre connaissance et notre compréhension du Dieu trinitaire et à atteindre une maturité progressive dans nos relations et interactions avec nos voisins. Nous espérons également que le Catéchisme de la nouvelle vie aidera l’église à construire cette nouvelle vie radicale que nous sommes appelés à vivre dans ce monde et à combattre et résoudre ainsi la crise de l’analphabétisme biblique chez les enfants et les adultes chrétiens de notre culture, en particulier dans les milieux chrétiens. Le livre est également disponible en anglais, français et en créole.

https://www.amazon.com/Catechism-Children-cat%C3%A9chisme-nouvelle-enfants/dp/1712438778/ref=mp_s_a_1_1?keywords=The+New+Life+Catechism%2FLa+nouvelle+catechisme+de+la+vie+nouvelle&qid=1575380710&sr=8-1https://www.amazon.com/Catechism-Children-cat%C3%A9chisme-nouvelle-enfants/dp/1712438778/ref=mp_s_a_1_1?keywords=The+New+Life+Catechism%2FLa+nouvelle+catechisme+de+la+vie+nouvelle&qid=1575380710&sr=8-1

*** Now, “The New Life Catechism” is available in three languages: English, French, and Kreyòl, as well the bilingual editions (English and Kreyòl, English and French). The audio book is available in Kreyòl. Both the French and English audio books are forthcoming. When you purchase a copy of “The New Life Catechism,” this effort will help sponsor the new school we started in Haiti in September 2019. 50% of the purchase price will go toward “Hope Academy of Bois d’eau” to help cover our monthly nutritional expenses.

Booth the paperback and the electronic versions (i.e. Kindle) can be purchased on amazon and any online bookstore.Thanks for your support!

“Short Reference List: Francophone African writers and the Problem of Western Colonialism,

“A Short Reference List: Francophone African writers and the Problem of Western Colonialism”

If you have an interest on how West African (Francophone) writers and intellectuals have responded to European colonization and civilization, and christian mission, here are some major or classic novels on the subject matter, written from 1950s-1970s:

1. “Le Pauvre Christ de Bomba” (1956; “The Poor Christ of Bomba”), and “Le Roi Miraculé” (1958; “King Lazarus”) by Mongo Beti (Cameroon)

2. “Mission terminée” (1957; “Mission to Kala” and “Mission Accomplished”) by Monbo Beti (Cameroon)

3. “Main basse sur le Cameroun” (1972; “Rape of Cameroon”) by Monbo Beti (Cameroon)

4. “Une Vie de boy” (1956; “Houseboy”) by Ferdinand Léopold Oyono (Cameroon)

5. “Le Vieux Nègre et la médaille” (1956; “The Old Man and the Medal”) by Ferdinand Léopold Oyono (Cameroon)

6. “Les Soleils des indépendances” (1968; “The Suns of Independence”) by Ahamadou Kourouma (Ivory Coast)

7. “Le Docker noir” (1956; “Black Docker”); “Ô pays, mon beau peuple! (1957; “O My Country, My Good People”), and “Les Bouts de bois de Dieu” (1960; “God’s Bits of Wood”) by by Ousmane Sembène (Senegal)

8. “Une si longue lettre” (1979; “So Long a Letter”) by Mariama Bâ (Senegal)

9. “Entre Les Eaux” (1973; “Between Tides”), and “Le Bel immonde” (1976; Before the Birth of the Moon”) by Valentin-Yves Mudimbe (V. Y.) Mudimbe (Democratic Republic of Congo)

10. “L’Enfant noir” (1953; “The African Child” or “The Dark Child”), and “Le Regard du roi” (1954; “The Radiance of the King”) by Camara Laye (Republic of Guinea)

————-
Bonus Texts

***The following historical texts (first two books on the list) are of enormous importance to understand the historical trajectories and politics of European-French colonialism in West Africa:

a) “A Mission to Civilize: The Republican Idea of Empire in France and West Africa, 1895-1930” (1997) by Alice L. Conklin

b) “Races on Display: French Representations of Colonized Peoples, 1886-1940” (2008) by Dana S. Hale

***The next three books are additional major fictions about the French-West African encounter and the colonial life:

c) “Batouala” (novel; 1921) by Rene Maran” (Martinique)

*** Rene Maran was the first black writer to win the prestigious French literary prize, the Prix Goncourt.

d) “L’Aventure Ambique” (1961; Ambigious Adventure”) by Cheikh Hamidou Kane (Senegal)

e) Climbié (1956), and “Un Nègre à Paris” (1959) by Bernard Binlin Dadié (Ivory Coast)

Vertieres: 18 November 1803-18 November 2019

Vertieres: 18 November 1803-18 November 2019
Haitians Celebrating Freedom and Independence

“In Praise of Vertieres, and In Praise of Freedom and the Haitian Revolution”

O Vertieres, how could we forget Thee!

You remind us that God created men and women to be free and not to be enchained and enslaved by men.

O Glorious Vertieres, where we wrought our freedom and independence through our shed blood, You will always be a scar on our hearts and the path of freedom and inspiration for today’s troubles.

Today, the Haitian people are celebrating the Battle of Vertieres (November 18, 1803) which gave birth to two significant events in world history: the end of slavery and the founding of the first postcolonial state and the first slave-free Republic of Haiti in the Western world. It was in Vertieres African revolutionarries and men and women who dared to die free and independent conquered the greatest military and imperial power in the world: France

To remember Vertieres is to never forget the danger and threat of the unholy trinity of institutional slavery, colonization, and White supremacy in the world.

To remember Vertieres also means to continue the fight against the vestiges of slavery (modern day slavery), colonization (neocolonization), imperialism, and any form of human oppression that engenders human suffering, dehumanizes people, defers human dignity, and challenges the image of God in humanity.

African Americans and the State of Haitian Studies

“African Americans and the State of Haitian Studies”

I would like to see more African American scholars writing more about Haiti’s national history & the Haitian Revolution. I believe their contribution will make a great impact–in terms of different perspectives, yet similar struggle, etc.) on the current state of Haitian Studies.

Beginning in the first half of the nineteenth century, African American writers and intellectuals were actively contributing to the field of Haitian studies; for example, James Theodore Holly

paved the way by publishing “Vindication of the Capacity of the Negro Race for Self-Governance and Civilized Progress” (1859); W. E. B. Du Bois discussed the significance of the Haitian Revolution in his Harvard doctoral dissertation, “The Suppression of the African Slave-Trade to the United States of America, 1638-1870 (1896) and also published a number of articles in The Crisis magazine during the American occupation in Haiti (1915-1934); James Weldon Johnson published “Self-Determining Haiti” and “The Truth about Haiti” (four articles in the 1920s); Zora Neale Hurston, “Tell My Horse: Voodoo and Life in Haiti and Jamaica” (1938);

Rayford Logan published one of the most important works on Haiti’s diplomacy history, “The Diplomatic Relations of the United States with Haiti, 1776-1891” (1941) and “Haiti and the Dominican Republic” (1968); Langston Hughes translated Jacques Roumain’s “Gouverneurs de la rosée” (1944) as “Masters of the Dew” (1948) in English; Mercer Cook, a friend of Dantes Bellegarde, published a number of seminal articles on Haitian literature and education; Carolyn Fowler published the first biography (1972) in English on Haiti’s most important Marxist and radical communist public intellectual Jacques Roumain; Brenda Gayle Plummer published “Haiti and the Great Power” (1988) and “Haiti and the United States” (2003); Katherine Dunham, “Island Possessed” (1994), etc. I can go on and on…

African American Studies scholars, activists, writers, anthropologists, intellectuals, historians, literary scholars, religious scholars, theologians, painters (Remember Jacob Lawrence’s majestic and stunning series of painting on Toussaint Louverture and the Haitian Revolution!): the Haitian people and Haitian Studies NEED you in such a time as this!

***Do check out Brandon Byrd’s excellent new book, “The Black Republic: African Americans and the Fate of Haiti” (2019) and of course, Gerald Horne’s important work, “Confronting Black Jacobins: The U.S., the Haitian Revolution, and the Origins of the Dominican Republic” (2015).

“Harriet Tubman as the Black Moses”

“Harriet Tubman as the Black Moses”

“Harriet Tubman” is one of the best movies about Black agency and freedom and the role of faith in the struggle for justice and emancipation in the United States. Harriet Tubman, the great abolitionist, listened to the voice of God and she acted and followed the road toward freedom, as planned by God himself. Slavery is the antithesis of freedom, and chattel slavery is also the antithesis of the will of God for human beings. Tubman grasped both truths and understood that it was the will of God for people to be born and live free; as a result, she acted on behalf of God and in the best interest of enslaved Africans. She was committed to their freedom because she knew God was also committed to the liberation of the oppressed and the enslaved.

There are two revolutionary stories of freedom in the Bible. One is supernatural; the other is natural. Both are equally important and necessary for human beings to live in peace and harmony with God and each other. One is not more important than the other; supernatural freedom is as indispensable as existential freedom. Existential freedom does not have more value than spiritual freedom. Human beings need both freedoms in order to live according to what God has purposed for them and reach their full potential in life.

Both supernatural and natural freedom are the collaborative work of God and human beings. In the Christian understanding of supernatural or spiritual freedom, in and through Jesus Christ, God the Greatest Freedom Fighter, rescues people from both the dominion of sin and the consequences of sin. Christians call this act of God “salvation” or “liberation.”

The second great story of freedom in the Bible is the Exodus, in which God radically intervened in human history and through a Hebrew freedom fighter called Moses to deliver the Hebrews out of the Egyptian slavery and pharaonic imperialism. In the Hebrew Bible, the story of the Exodus is the dominant theme and most important narrative in God’s intervention in global history for the sake of human liberation and to crush down human oppression and abuse.

Everywhere slavery exists, human beings are not free; where slavery triumphs, the image of God in human beings is challenged and human dignity is depreciated. God is the Greatest Abolitionist in human history who has willed that nobody shall live in bondage and oppression. Human liberation is a divine commitment.

———————————————————–

“Letter from Frederick Douglass to Harriet Tubman, 1868

Rochester, August 29, 1868

Dear Harriet: I am glad to know that the story of your eventful life has been written by a kind lady, and that the same is soon to be published. You ask for what you do not need when you call upon me for a word of commendation. I need such words from you far more than you can need them from me, especially where your superior labors and devotion to the cause of the lately enslaved of our land are known as I know them. The difference between us is very marked. Most that I have done and suffered in the service of our cause has been in public, and I have received much encouragement at every step of the way. You, on the other hand, have labored in a private way. I have wrought in the day – you in the night. I have had the applause of the crowd and the satisfaction that comes of being approved by the multitude, while the most that you have done has been witnessed by a few trembling, scarred, and foot-sore bondmen and women, whom you have led out of the house of bondage, and whose heartfelt, “God bless you,” has been your only reward. The midnight sky and the silent stars have been the witnesses of your devotion to freedom and of your heroism. Excepting John Brown – of sacred memory – I know of no one who has willingly encountered more perils and hardships to serve our enslaved people than you have. Much that you have done would seem improbable to those who do not know you as I know you. It is to me a great pleasure and a great privilege to bear testimony for your character and your works, and to say to those to whom you may come, that I regard you in every way truthful and trustworthy.

Your friend,

Frederick Douglass.”

Source: Scenes in the Life of Harriet Tubman by Sarah Hopkins Bradford.

Letter from Frederick Douglass to Harriet Tubman, 1868

“On Writing Book Reviews and the Ethic of Academic Kindness”

“On Writing Book Reviews and the Ethic of Academic Kindness”

When I was a doctoral student, I used to write three to four book reviews annually. Not only did I get to receive a free book, I had an amazing opportunity to learn more about my academic fields of interest from experts and specialists. When it was time for me to write my own dissertation, I stopped doing book reviews because of the pressure and the anxiety associated with the writing process ✍.

As a result, I made a commitment to myself to be a positive reviewer and not to denigrate any book or undermine somebody’s efforts to write an academic book (unless the book promotes violence and hate and dehumanize people)

Folks: writing a (good) book is already hard work and a HUGE commitment and responsibility; writing a terrible, harsh, and heartless review of somebody’s book is not a mark of rigorous and careful scholarship.

Let’s extend some kindness, hospitality, and tolerance to our academic peers!
With your pen 🖊, you can humanize the academia and make the world a better place.

“The World is Black: Harlem on my Mind and in Their Soul”

“The World is Black: Harlem on my Mind and in Their Soul”

It is very encouraging to read the students’ abstracts for my Harlem Renaissance course.

1. Some students are researching on the significance of black films in the era of the Harlem Renaissance–in negating racial stereotypes, on one hand, and on the other hand, showing how black producers (film-makers) were using their films to depict a positive black image and express black agency and subjectivity in the American society.

2. Some students are exploring black sculpture and painting to find out how it was used to tell an alternative historical narrative of the black experience in America; they view black sculpture and painting as chronicling a counter narrative to the white gaze and the demands of white publishers.

3. I have two students who are creating a play based on the social life of Black people living in Harlem: the Harlemites.

4. A student is creating a portfolio that analyzes the artistic work and (visual aesthetic) achievements of Aaron Douglas and Jacob Lawrence.

5. Another student is investigating how the works of W. E. B. Du Bois contributed to American democracy and the black quest for equality and justice in America.

Folks: this group of students in my Harlem Renaissance class is quite dynamic, bold, passionate, talented, and inquisitive.

#theworldisblack
#harlemonmymind
#harlemintheirheart
#whosaysstudentsarenotinterestedinblackhistory?