Demonstrate how the priority of education in Cuban social policy, from its outset after the 1959 revolution, has privileged women. Statistics chart the rapid increase in educational level and attainment over the decades and the high degree of feminization of higher education and thus the skilled labor force; and today Cuba ranks among the countries with the highest indicators in the United Nations' Millennium Goals with respect to education and gender equity.
Attempts to understand what the presence of Black music means in the absence of Black people. Is this an expression of a global circulation of Afro-Caribbean cultural trends as symbols of belonging and difference among urban youngsters? Does it take us back to the history of Quintana Roo as a Caribbean region and the Black Atlantic? Is it a form of revision of Mexican national ethnic mixture and inclusion of other population groups? Adapted from the source document.
The dry Caribbean is a place in Colombia where some black communities have lived since decolonization. The text tackles the pedagogical sense of the Catedra de Estudios Afrocolombianos. The historical, territorial, juridical, educative, and organizational contextualization is followed by the emphasis in the necessity of creating a cultural production policy based on the black communities' life.
The Caribbean space is characterized by its cultural pluralism and is the scene of one of the most complex processes of syncretism and transculturation in America. Music, as an element of integration and at the same time of regional differentiation, is deeply rooted in the collective consciousness of the people of the Caribbean and is strongly associated with the identity that defines the region.
Analyzes how identity construction and ethnic representation processes take place in a folkloric festival framed by the multicultural policies of the Colombian state. Accounts for how institutions and base Afrocolombian communities use bullerengue—a local musical tradition that is now strong in the Uraba zone—as a tool in this construction process.
When the earthquake of 7.0 on the Richter scale struck Haiti on January 12, 2010, the forcibly displaced on and off the island were the object of emergency planning, but so too were the host populations in Haiti and the neighbouring Dominican Republic. This article seeks to examine the emergency response to the earthquake and ongoing challenges through the lens of critical mobilities, with special reference to forced migration island-wide. Who (men, women, boys and girls) is able to move, how, where, for how long and through which networks? What is the legal framework, if any, governing these movements? Who wants visibility and who prefers to move 'incognito', in the context, for example, of ambiguous migration policies in the Dominican Republic towards impoverished Haitian immigrants?
