In recent years, there has been an increase in the number contemporary Africans teaching in higher education in the United States of America and Canada. Their identities, experiences, contributions, and challenges in the academia are documented in a growing corpus. This paper discusses a scoping review, focusing on ways that African-identifying faculty’s identities inform their work—specifically their pedagogy and scholarship— in the North American academy. Articles published between 2000 and 2025 in peer reviewed journals were subjected to content analysis to reveal major themes. Major themes include transnationalism as a resource, a deliberate focus on racism and intersectionality, and a preoccupation with the politics of knowledge production. The author discusses these findings alongside her own experiences as an African woman with a long teaching career in U.S. higher education to contribute to the broader literature on Black international faculty in higher education in the North America.

Keywords: Higher education, African, faculty, pedagogy, scholarship, North America.