Newly arrived from Cuba, Angelica, Dora, Marina, and Damaris attempted to negotiate new surroundings and immigrant identities, building a sense of home for themselves and their families. Data from qualitative interviews, classroom observations, and focus group conversations revealed hopes that by acquiring English language skills, they would improve their quality of life in their new country. Struggles included personal factors situated in their pasts in Cuba and their new surrounds in the Miami Cuban exile enclave, contexts that were further complicated by uncertain expectations of new lives in Miami and the overwhelming task of learning a new language at a local adult education center.
Considers how dance, rhythm and the body become forces of social differentiation. In Cuba, many Afro-Cuban cultural practices, such as rumba, have been subject to social and spatial exclusion. In this context, sites such as the home, the street and the family emerge as highly significant for the learning and performance of Afro-Cuban music and dance.
Discusses the ways in which Santeria gatherings produce an alternative use of otherwise stigmatized language for 'gay' practitioners. Through the use of distinctive language to reference all of these populations, we may rethink the relationship between identities and practices, and within that, gender presentations vis a vis identities.
Initiatives in the field of sexology and sex education in prerevolutionary Cuba are barely known, as continuity between those experiences and the work carried out during the years following the 1959 revolution have not been researched. The founding of the Federation of Cuban Women (FMC), however, must be considered the product of a long process of political maturity on the part of Cuban women during the first half of the twentieth century, and in the broader context of the FMC, the developments in the fields of sexology and sex education over the past fifty years also must be considered. Drawing on FMC archival holdings, this article sets out a periodization of the four main stages of the revolutionary period of institutionalizing sex education in Cuba, as well as its main challenges.
Reviews the books "Economies of Desire: Sex and Tourism in Cuba and the Dominican Republic," by Amalia L. Cabezas and "The Industrial Vagina: The Political Economy of the Global Sex Trade," by Sheila Jeffreys.
Reforms proposed at the Sixth Communist Party Congress represent a new, third phase of social policy in post-revolutionary Cuba. This new stage has the potential to strengthen social equity in Cuba, improve the socio-economic situation of disparate social groups, and overcome the old limitations of social policy. Yet it could also increase inequality, and at least in the short term, its predicted impacts will be contradictory and ambivalent.
In 1795, Father Jose Agustin Caballero presented the first project for the creation of a system of public education for all the inhabitants of the island of Cuba. It was a visionary idea, but impossible to carry out at that time. The island was a colonial possession of the Spanish Crown, and most of the population was subjected to slavery or made up of Mestizos and freed blacks, the victims of segregation and racial discrimination.
Throughout the 19th century, political migration within the Caribbean coincided with large-scale labor migration. This essay reconstructs the long-overlooked experience of political refugees who fled from Cuba to Jamaica during the Wars for Independence, focusing on their early reception and their eventual assimilation. Despite the official position of neutrality, white and brown elites, anxious to increase the number of Europeans, welcomed the Cubans who were mainly white.
Discusses the importance of education for any nation and for Cuba in particular, examining its political, pedagogical and sociological foundations, and portraying its accomplishments over the last 50 years. The principles underlying the educational policy of the Cuban government are explained, as they underpin the mission of the National Education System (NES) to carry forward educational work in the country.
'Environmental justice' refers to the human right to a healthy and safe environment, a fair share of natural resources, access to environmental information and participation in environmental decision-making. Some analysts have argued that environmental justice is undermined by the political economy of capitalism. This paper builds on this analysis by evaluating the environmental justice situation in Cuba, a country where there is little capitalist influence. Evidence is based on participant observation and interviews in Cuba, as well as secondary quantitative data. The research findings suggest that Cuba fares relatively well in terms of environmental justice, but still faces a number of challenges regarding the quality of its environment and some aspects of the environmental decision-making process. However, many of its ongoing problems can be attributed to global capitalist pressures.
