221 p., Carmen (Mérimée 1845, Bizet 1875), the story about the (in)famous Gypsy dancer from Spain, is the second most adapted narrative in the history of world cinema, with over eighty global versions officially recognized to date. Despite the global reach of the Carmen phenomenon, many scholars claim that this tale has hardly been reworked in Spanish America and never in the Caribbean. Following Carmen from Spain to Spanish America, the author shows how the template of Carmen (a love story that reveals the racio-ethnic and gender stratification in Spain) has been artfully but unsuspectingly reappropriated and "creolized" in postcolonial Cuba in the controversial film María Antonia (1991) by Afro-Cuban filmmaker Sergio Giral, based on the landmark play María Antonia (1964) by Afro-Cuban playwright Eugenio Hernández Espinosa.
667 p., The author locates New Orleans as a cultural and cartographic heart linking the Caribbean, the United States, and Latin America into what she calls Américas du Golfe. The author traces flows of cultures and citizens(hips) through New Orleans and across national borders: physically, culturally, economically, visually, linguistically, and musically, challenging traditional nation-based scholarly frameworks, and reorienting New Orleans as a Gulf, rather than American, city.
398 p., U.S. American literary and creative artists perform the work of developing a discursive response to two critical moments in Haitian history: the Revolution (1791-1804) and the U.S. Marine Occupation (1915 to 1934), inspiring imaginations and imaginary concepts. Revolutionary images of Toussaint Louverture proliferated beyond the boundaries of Haiti illuminating the complicity of colonial powers in maintaining notions of a particularized racial discourse. These productive literatures and art forms actively engage in creating the transnational ideal of diaspora as we understand it today.
351 p., Explores the racial and gender decolonization of New York and Curaçaoan women in a select group of novels, paintings and performance text by women from Curaçao and New York City. The Curaçaoan novels are: Aliefka Bijlsma's Gezandstraald [Sandblasted] (2007); Loeki Morales' Bloedlijn Overzee: Een Familiezoektocht [Overseas Bloodline: A Family Search] (2002); Myra Römer's Het Geheim van Gracia [The Secret of Gracia] (2008). The Curaçaoan painters are: Jean Girigori (1948), Minerva Lauffer (1957) and Viviana (1972). The New York novels and performance text are: Black Artemis' Picture Me Rollin' (2005), Angie Cruz's Soledad (2003) and Nelly Rosario's Song of the Water Saints (2002) and Josefina Báez's Dominicanish (2000). The ways the women characters, figures, images and voices align to subvert gendered delineations as well as the stifling cultural and colonial imprints on their bodies and their selves in Curaçao and New York are central to the decolonizing project explored here.
113 p., This action-oriented study explored the impact of creating residential learning communities at the University of the Virgin Islands (UVI) on the St. Croix campus. The focus of the study was whether academic and social success can be established through the development and design of residential learning communities. UVI is the only Historically Black College and University in the Caribbean. It offers undergraduate and graduate courses on all three of the islands within the United States Virgin Islands. The population of residential students on the St. Croix campus for fall 2011 was 80. In the fall 2011 four residential learning communities (male, female, leadership, math and science) were placed on the drawing board. This study involved 11 residential students who participated in three of the four communities as members of a focus group. Surveys and interviews made up the research method used in order to gather specific data and general information from the participants. It is concluded that the development of residential learning communities on the St. Croix campus of the University of the Virgin Islands is necessary, vital, and beneficial to the students and faculty.
306 p., While it has long been assumed that schooling is integral to the construction of modern nation-states, surprisingly little is known about whether and how teachers actually go about transmitting national culture in the classroom. Relying on ethnographic research conducted in lycées on the French island of Martinique, including classroom observations, semi-structured interviews with teachers, informal interviews with school administrators and regional policymakers, and archival research, the author explores the ways in which history-geography teachers negotiate the construction of national and regional identities on an everyday basis, and in doing so become active participants in the formation of these identities within schools. The author finds that teachers in Martinique have long had significant influence over the implementation of national curricula.
500 p., Explains the rise of a culture of racial silence in a time of heightening racial exclusion in Cuba at the turn of the twentieth century. Employing a case study of Cienfuegos, a port city on the south-central coast of the island, the author examines gendered articulations of inequality among Cuban separatists between the outbreak of the war of independence in 1895 and the inauguration of the Cuban republic in 1902. It is argued that Cuban struggles for political power in the wake of the American military intervention (1898) and military occupation (1899-1902) fundamentally transformed separatist visions of citizenship, increasingly restricting its boundaries along racial lines.
Examines in the transnational conversation on the place of Afro-descendants in the republican nation-state that occurred in New-World historical literature during the 19th century. Tracing the evolution of republican thought in the Americas from the classical liberalism of the independence period to the more democratic forms of government that took hold in the late 1800s, the pages that follow will chart the circulation of ideas regarding race and republican citizenship in the Atlantic World during the long nineteenth century, the changes that those ideas undergo as they circulate, and the racialized tensions that surface as they move between and among Europe and various locations throughout the Americas. Focusing on a diverse group of writers--including the anonymous Cuban author of Jicoténcal; the North Americans Thomas Jefferson, James Fenimore Cooper, and Mary Mann; the Argentines Domingo Faustino Sarmiento and Eduarda Mansilla de García; the Dominican Manuel de Jesús Galván; the Haitian Émile Nau; and the Brazilian Euclides da Cunha.
This paper explores the African Diaspora and the psychological, social, political, and economic effects of the Atlantic slave trade on people of African descent in the historical fiction text The Farming of Bones by Edwidge Danticat and the travel narrative The Atlantic Sound by Caryl Phillips. By examining the complex history of the British and French slave trade and its later consequences in the twentieth century, this paper examines the connection between the evidence of displacement and the search for identity coupled with the idea of healing in regards to trauma suffered by the spirits of Danticats' and Phillips' characters symbols of those in the African Diaspora.
241 p., Explores the power children realize in the past, present, and future from their real or imagined connections to their absent mothers in twentieth- and twenty-first-century African diasporic women's fiction, science fiction, and film. Much of the existing scholarship on the diasporic mother focuses on her place in history, yet texts by Toni Morrison, Gloria Naylor, Gayl Jones, Octavia E. Butler, Nalo Hopkinson, Sheree Renée Thomas, Nisi Shawl, and Julie Dash suggest through their depictions of the lasting links children create with their mothers that the power of the diasporic mother and, by proxy, the black family and community extends into the future.
