• This chapter analyzes the history of Protestantism in Haiti and the formation of the AME Church’s missionary station in Port-au-Prince at the end of the nineteenth century. Beginning with the Haitian emigration movement of the 1820s, the chapter shows how the AME Church’s relationship to Haiti changed over time. Like white Americans, most African Americans believed in Protestant Christian supremacy. Keeping this perspective in mind, the chapter also shows that AME missionaries in Haiti had to interact with various people groups with whom they forged ecumenical ties.

• Considering Anglo-US Protestant evangelization in Latin America at the start of the twentieth century, this chapter examines the racial hierarchy that White US missionaries purposefully constructed and vigilantly guarded in the Dominican Republic. By constructing and imposing such racial hierarchy, White US evangelicals engaged in a form of spiritual warfare diametrically opposed to Black Protestantism and an emerging Black anti-colonial activism.

• In contrast to the traditional historiographical focus on Africa, this chapter shifts the locus of scholarly attention to the Caribbean island of Hispaniola where the AME Church established churches and schools in the 1870s and 1880s prior to enacting a robust missionary program on the African continent. It argues that the AME Church’s foray into foreign missions was a direct outgrowth of the denomination’s expansion to the U.S. South during Reconstruction.

English launch hosted by the United Nations, New York AND Spanish launch hosted by Funglode, Santo Domingo.

• This study examines the history and current state of evangelical Christianity in the Dominican Republic. It focuses on two traditional Protestant denominations: the African Methodist Episcopal Church and the Dominican Evangelical Church. Using historical documents and interviews with church leaders, this report focuses on the ways that each institution adapted to Dominican society in the twentieth century while maintaining ties to the United States.

• This chapter is part of an online book on 21st century digital literacies that my classmates and I co-edited and published on HASTAC.org. The book offers foundational methods, examples, and explanatory theories for incorporating digital competencies. This chapter addresses embedded social inequalities. It asks: what inequalities are inherent in new practices of education and technology in the Digital Age?