Assistant Professor of Multicultural Education
Michael Takafor Ndemanu, Ph.D. is a scholar of multicultural education, social foundations, and curriculum theory in the Department of Educational Studies at Ball State University. His research focuses on transformative education, English learner pedagogy, transnational education, multicultural education, translingual literacy, peace education, and cross-cultural issues. He has taught undergraduate and graduate courses in his areas of scholarship since 2009. He earned his Ph.D. in Curriculum and Instruction from Indiana University at Bloomington in 2012. Prior to that, he had taught French and English in Cameroon public schools for over eight years before immigrating to the United States in 2006. In 2015 he was a recipient of a prestigious Lee Cooper Core Curriculum Award from the University of Southern Indiana where he previously taught.
Dr. Ndemanu is also the Executive Director of a newly established Global Institute of Transformative Education (GITE), a U.S.-based non-profit firm designed to improve the quality of teaching and education as a whole in developing countries. He is the Secretary of the International Association of African Educators and a prominent member of several other professional organizations such Curriculum and Pedagogy Group, Curriculum Studies Association, National Association of Multicultural Education.
He is co-convening a World Conference on Transformative Education in July 2017 in Buea, Cameroon.
He has authored several articles and book chapters. Some of his most recent publications are:
Kigamwa, J. & Ndemanu, M. T. (2016). Translingual practices among multilingual African immigrants in the United States, Journal of Multilingual and Multicultural Development.
Ndemanu, M. T. (2015). British Southern Cameroons in Cameroun Republic: A Salad Bowl with unmitigating distinctive ingredients. In F. Achankeng (Ed.), Nationalism & intra-state conflicts in a postcolonial World. Lanham, MD: Lexington Books.
Ndemanu, M. T. (2015). Unpacking the Invisible Knapsack of African-Born Professor’s Identity in the U.S. Academe. In C. B. Hutchison (Ed.), Experiences of Immigrant Professors: Challenges, Cross-Cultural Differences, and Lessons for Success. New York: Routledge.
Ndemanu, M. T. (2014). Multicultural teacher education courses are not designed for all pre- service teachers: An African American student teacher’s perspective, Journal of Instructional Psychology, 41(1), 1-15.
Ndemanu, M. T. (2014). Ebonics, to be or not to be: A legacy of trans-Atlantic slavery, Journal of Black Studies, 46(1), 23-43
Ndemanu, M. T. (2014). Faculty’s Response to Globally Divergent Thinking in American College Classrooms: An Auto-ethnographic Reflection, Journal of Learning in Higher Education, 10(2), 14-17.