La Habana, Cuba: Ministerio de Educación, Dirección de Cultura
Location:
African American Research Center, Library, University of Illinois at Urbana-Champaign
Notes:
477 p, Examines the musical traditions of the African population in Cuba, including rhythmic and melodic features, instrumentation, and vocal characteristics.
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.
This study examines the identity categories of gender and race in the Cuban context of the first thirty years of the Revolution and focuses on black and mulata women, in which both categories converge. In this work I analyze the literary discourse of the Afro-Cuban female poets between the 1960s and 1980s and discern the role of self-representation that each of these poets constructs within the framework of "being black" or "mulata" woman. Also, since gender and race are redefined by the dominant power, this project analyzes the political hegemonic discourse of the period in relation to race and gender, and illuminates its role in preserving racial stereotypes as well as the patriarchal normatives of gender.
African American Research Center, Library, University of Illinois at Urbana-Champaign
Notes:
342 p, Examines how the low socioeconomic status of the black population in Cuba informs the representation of black characters in Cuban narrative fiction. From its very first example (Espejo de paciencia, 1608) until the most recent short fiction written after the 1959 Revolution, Cuban narrative fiction has played (and still plays) an important role in creating and maintaining the subaltern position of the black population in Cuba.
