Reimagining Inclusivity in Literacy Education for African Immigrant Adolescents

This study explored how an Afrocentric literacy workshop can reimagine inclusivity in literacy education for African immigrant adolescents. Drawing on Afrocentricity and Transnational Identity Theory, I facilitated a 10‐week virtual literacy workshop with six African immigrant high school students from Nigeria. The study examined the affordances and challenges of implementing an inclusive, Afrocentric approach to literacy and the literacy practices enacted within this collaborative space. Data from recorded sessions, interviews, and student artifacts were analyzed using reflexive thematic analysis. Findings revealed that Afrocentric facilitation fostered cultural affirmation, multimodal expression, and critical dialogue, while also highlighting tensions such as internalized colonial ideologies and technological fatigue. The study offers implications for educators and researchers seeking to decolonize literacy education and center non‐Western perspectives in inclusive pedagogies.