Examines the impact of remittances on the schooling of children in various Haitian communities with a high incidence of out-migration. In some communities remittances raise school attendance for all children regardless of whether they have household members abroad. In other communities this effect is observed only among children living in households that do not experience any family out-migration.
Reviews the book, Race, gender and educational desire: Why black women succeed and fail by Heidi Safia Mirza (2009). The author looks to understand and unpack the complex intersectionalities that mark contemporary black British feminism, teasing out their particular implications for education and educational debates today.
380 p., This work brings an anti-colonial reading to the production and maintenance of racial logic in Cuban schooling, through conversations with, and surveys of Cuban teachers, as well as through analyses of secondary and primary documents. The study undertaken seeks to contribute to the limited existent research on race relations in Cuba, with a research focus on the Cuban educational context. Teasing and staking out a middle ground between the blinding and often hollow pro-Cuba fanaticism and the deafening anti-Cuban rhetoric from the left and right respectively, this project seeks a more nuanced, complete and dialogical understanding of race and race relations in Cuba, with a specific focus on the educational context. This work investigates and explicates an apparent contradiction inherent in teachers' work and discourse on the island, revealing a flawed and complex form of Cuban anti-racism.
289 p., This qualitative study examines five young Afro-Franco Caribbean males in the Diaspora and their experiences with systems of technology as a tool of oppression and liberation. The study utilized interpretive biography and participatory video research to examine the issues of identity, power/control, surveillance technology, love and freedom. The study made use of a number of data collection methods including interviews, round table discussions, and personal narratives.
Recent research has shown blacks are not all equally disadvantaged when compared with whites. In some cases blacks surpass whites in terms of median income, especially foreign-born blacks. Yet, blacks fare worse when compared with whites on indicators of asset ownership. Despite that, some black ethnic groups including those with roots in the Caribbean or from Africa have been shown to have higher rates of home ownership and higher housing values than African-Americans.
Draws upon 14 semi-structured interviews with the participants in a teacher-researcher project on the theme of "ensuring African Caribbean attainment" with the aim of shedding light on the purposes, processes and lived experiences of teacher research in a difficult and contentious intellectual and practical domain.
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.
