270 p., Juxtaposes the novels written by Merle Collins (Grenada) and Lakshmi Persaud (Trinidad and Tobago), which are classified as Caribbean-based novels in which the characters do not leave the island of their birth until they have attained womanhood, against those of Edwidge Danticat (Haiti) and Paule Marshall (Barbados) which depict their protagonists' emotional and geographical displacement between the United States and the Caribbean.
Focuses on discourses of queer subjectivity, Maroon identity, and their relationship to Caribbean nationalism. A key aspect of the argumentis the idea that both queerness and marronage are marked by complex insider/outsider identity positions that resist and complicate binarist discourses of belonging and unbelonging.
African American Research Center, Library, University of Illinois at Urbana-Champaign
Notes:
322 p., Kweh-kweh is an African Guyanese pre-wedding ritual system that emerged among African slaves in Guyana and historically functioned as a medium for music-centered matrimonial instruction for soon-to-be-married couples. The ritual is executed on the eve of a wedding ceremony and encompasses music, dance, proverbial speech, and a plethora of ritual practices that allow participants to chide, praise, and instruct the bride and groom and their nations (relatives, friends, and representatives) on matters of marriage. However, kweh-kweh performances also reveal embedded values of the Guyanese community, such as what it means to be a "real man" or a "proper woman." African Guyanese hold conflicting views on kweh-kweh, but at the onset of a wedding, they devise ways to celebrate kweh-kweh, a "pagan" ritual they also regard "our culture." This work demonstrates how African Guyanese manipulate the kweh-kweh ritual, their religious values, and themselves to articulate the complex of their identities, particularly racial and gendered identities.
233 p., The experiences of Black females have received little attention in Canadian research on education. As a result, little is known about how Black females experience schooling, and even less is known about the specific challenges they face on account of their gender and its interconnection with race, class, immigrant status and other aspects of their identity. In this dissertation, I examine the schooling experiences of a group of young, Black, females of Caribbean descent. Through the use of anti-racism feminism and immigrant integration theories, the author looks at the relationship between their experiences of school and their understanding of their identity. Argues that the young women's negotiation of schooling is intimately linked to their understanding of their identity - an understanding that is filtered through race and gendered lenses, and is a product of their status as Canadian children of immigrant, Caribbean parents, living in a multicultural society.
270 p., This dissertation focuses on women voices in Black British Literature between the period 1980 and 2005 - specifically in the works of Monica Ali, Zadie Smith, Joan Riley, Ravinder Randhawa, Meera Syal and Gurinder Chadha - and seeks to understand how women who are of Caribbean and South Asian descent form and reform their identities in their new home as immigrants or first-generation Britons and why their stories make a valuable and essential contribution to Black British Literature.
The community of Caribbean people in Panama represents the presence of another identity within Hispanic space, one contrasting with the mestizo national identity of that space. Over time these Caribbean migrants built their own entities and structures to ensure their livelihood and wellbeing. This article examines on the one major Caribbean Panamanian organization that is most prominent today, the Sociedad de Amigos del Museo Afroantillano de Panama (Society of Friends of the Afro-Antillean Museum of Panama) or SAMAAP.
Compares memoirs by Maya Angelou, Barack Obama, and Caryl Phillips. The Caribbean-born Afro-Britain Caryl Phillips published The Atlantic Sound (2000), an account of African diasporic identity that moved between understanding, compassion, and a harsh belief that Africa cannot take on the role of a psychologist's couch, that "Africa cannot cure." These three memoirs offer insight into the complex and highly contested nature of identity throughout the African diaspora, and present very personalized reflections on the geography, politics, and history of Africa as a source of identity and diasporic belonging.
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.
