Newly arrived from Cuba, Angelica, Dora, Marina, and Damaris attempted to negotiate new surroundings and immigrant identities, building a sense of home for themselves and their families. Data from qualitative interviews, classroom observations, and focus group conversations revealed hopes that by acquiring English language skills, they would improve their quality of life in their new country. Struggles included personal factors situated in their pasts in Cuba and their new surrounds in the Miami Cuban exile enclave, contexts that were further complicated by uncertain expectations of new lives in Miami and the overwhelming task of learning a new language at a local adult education center.
Initiatives in the field of sexology and sex education in prerevolutionary Cuba are barely known, as continuity between those experiences and the work carried out during the years following the 1959 revolution have not been researched. The founding of the Federation of Cuban Women (FMC), however, must be considered the product of a long process of political maturity on the part of Cuban women during the first half of the twentieth century, and in the broader context of the FMC, the developments in the fields of sexology and sex education over the past fifty years also must be considered. Drawing on FMC archival holdings, this article sets out a periodization of the four main stages of the revolutionary period of institutionalizing sex education in Cuba, as well as its main challenges.
In 1795, Father Jose Agustin Caballero presented the first project for the creation of a system of public education for all the inhabitants of the island of Cuba. It was a visionary idea, but impossible to carry out at that time. The island was a colonial possession of the Spanish Crown, and most of the population was subjected to slavery or made up of Mestizos and freed blacks, the victims of segregation and racial discrimination.
Discusses the importance of education for any nation and for Cuba in particular, examining its political, pedagogical and sociological foundations, and portraying its accomplishments over the last 50 years. The principles underlying the educational policy of the Cuban government are explained, as they underpin the mission of the National Education System (NES) to carry forward educational work in the country.
The article analyzes Jamaican education policies formed by Jamaican Prime Minister Michael Manley and his government. The author is mainly interested in assessing the influence of Manley's notion of equality on his educational reforms for Jamaica's poor black citizens. Manley's understanding of equality is explained, which was largely influenced by a commitment to black pride and social justice. The educational standards and curricula developed by the Jamaican government are then detailed, with emphasis given to vocational programs and content dealing with Jamaicans' African heritage. The author concludes by evaluating the government's stance on educating Rastafarians.
Focuses on education in developing countries in the context of globalization and with specific reference to the Caribbean. Explores the possibility of the creation of a third space where the local and the global can co-mingle and new understandings can emerge.
Focuses on calls by the Campaign for Education Free from Sexism and Discrimination for the human right to free, secular, public education for all in the Latin American and Caribbean regions.
Considers the extent to which feminism and gender studies courses adequately explore diverse erotic desires in the Caribbean region. It offers a comparative investigation of questionnaire responses from Black female undergraduate students in England and Jamaica to assess the connections between their perceptions about sexual differences.
Discusses the imperative to establish a functioning education system and explores how the earthquake exacerbated perennial challenges to the Haitian education system, while also perhaps offering some hope. Analyzes reconstruction efforts involving the Government of Haiti and such organizations as the World Bank and the Inter-American Development Bank, arguing that an education system premised on local ownership and focused on sustainability is Haiti's best hope.
An analysis of the educational attainment and progress between age 11 and age 14 of over 14,500 students in England. Socioeconomic variables could account for the attainment gaps for Black African, Pakistani and Bangladeshi students, but not for Black Caribbean students. Black Caribbean students were distinctive as the only group making less "progress" than White British students between age 11 and 14 and this could not be accounted for by any of the measured contextual variables. Possible explanations for the White British-Black Caribbean gap are considered.
