Antenor Firmin (1850-1911) is probably the first scholar of African descent to
write a systematic work of anthropology, one that anticipated the eventual scope and breadth of the new science well beyond the narrow, racialist physical anthropology that it critiqued.
Discusses the struggle for freedom and full citizenship in the Caribbean. Background on the Haitian Revolution which is recognized as the third pillar in the making of modern citizenship and freedom; Factors that affect the effort of Caribbean people to fight for universal citizenship; Manifestations of the differential valuing of white and black bodies in the Caribbean; Lessons being taught by the Caribbean history.
iscusses the interpretations of both contemporaries and historians on the amendment presented by Jean Francois Reubell on 15 May 1791 which gave civil and political rights to free men of color living on Santo Domingo
Traces the author's journey as a Black Caribbean immigrant from Haiti to the United States. Describes the underlying factors that led to the author's relocation in the U.S. diaspora while at the same time examining the ways in which the author has been racially and linguistically positioned. The author further explains the negotiation of this position. The author's immigrant story is situated in the larger U.S. sociopolitical, linguistic, and racial context where immigrants, particularly immigrants of color, have faced many challenges.
Writer Zora Neale Hurston notes the identity and culture of the Africans in the U.S., in which there is struggle in resisting with violence against the slave societies and racial discrimination to maintain the culture. Mentions the association of black ritual practices on Hurston's writings, "Mules and Men" and "Moses, Man of the Mountain," where slavery is considered as factor of spreading the folk arts.
Examines the relationship between the "form" (i.e., conventions, organization, and style/voice) and "content" (i.e., specific knowledge and understanding of science) of expository science writing among third grade ELL students in the beginning and at the end of each year during the three-year implementation of the intervention. The study involved 683 third graders during the first year, 661 third graders during the second year, and 676 third graders during the third year. Approximately half of the students were Hispanic and the other half were Black, including Haitians and Caribbean Islanders.
