Associate Professor of Multicultural Education
About Michael Ndemanu
Dr. Michael T. Ndemanu is a scholar of multicultural education, curriculum theory, comparative education, and social foundations in the Department of Educational Studies at Ball State University. His research focuses on multicultural education, transformative education, African American Vernacular English, English learner pedagogy, transnational education, translingual literacy, social justice, and peace education. He teaches undergraduate and graduate courses in his areas of scholarship. 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 Teaching Award from the University of Southern Indiana.
Dr. Ndemanu is also the Executive Director of Global Institute for Transformative Education (GITE), a U.S.-based non-profit firm designed to improve the quality of instruction and curriculum in developing countries. He is the Secretary of the International Association of African Educators, a member of the Governing Council of Curriculum and Pedagogy Group, and a member of several other professional organizations such American Educational Research Association, Curriculum Studies Association, National Association of Multicultural Education, etc. He is co-convening a World Conference on Transformative Education in July 2018 in Kakamega, Kenya.
Ph.D. in Curriculum and Instruction
Indiana University, Bloomington, Indiana
M.Ed. in English and Second Language
Langston University, Langston, Oklahoma
B.A. English and French
University of Yaoundé 1, Yaoundé, Cameroon
Recent Research and Publications
- Ndemanu, M. T. (Accepted). Traditional African religions and their influences on the worldviews of Bangwa people of Cameroon: Expanding students’ cultural horizons through immersive study abroad, Frontiers: The Interdisciplinary Journal of Study Abroad
- Ndemanu, M. T. (2017). Antecedents of campus protests nationwide: Exploring Black student activists’ demands, Journal of Negro Education
- Ndemanu, M. T. & Jordan, S. (2017). Culturally responsive pedagogy for African immigrant children in the U.S. P-12 schools. Journal of Black Studies,
- Kigamwa, J. & Ndemanu, M. T. (2016). Translingual practice among African immigrants in the United States: Embracing the mosaicness of the English language, Journal of Multilingual and Multicultural Development.
- Ndemanu, M. T. (2016). Re-imagining study abroad for preservice teachers: Acquiring advanced multicultural education skills through transnational education. Iowa Journal for the Social Studies