Compares curricular, ceremonial and pedagogical practices with how students and teachers make sense of racial identity and discrimination at the Jaime Hurtado Academy in the city and province of Esmeraldas, Ecuador, which is the only region of the nation where Afro-Ecuadorian people comprise a majority of the population. Finds that schooling was structured as a regime of equality, where social science textbooks make invisible the concepts of race and Blackness while school ceremonies enforced membership to the nation. Shows through an examination of how students and teachers make sense of racial identity and discrimination that race was a significant factor shaping teaching and learning at the research site and argue that schooling practices are implicated in this process by attempting to submerge racial and cultural differences.
Mr. [Kevin Murray] explained that one of the best ways to help the people of Haiti is to buy pigs for them. This is what the money they raised will be used for. The students learned that not too long ago in Haiti all the pigs were lost due to a flu outbreak. He told the students that in Haiti these new pigs would be bred. Some of the animals would be used for food and others would be sold to help them pay for shelter and clothing. He thanked them for their help.
Each session runs for three to four weeks and involves two courses covering such topics as: English and the Caribbean Child; Arts and Culture in Trinidad and Tobago; Caribbean Dance; Caribbean History and Politics; Heritage Studies on Barbados; Caribbean Marine Environment; Gender in the Caribbean Society; Languages and Dialects of the Caribbean; and, Reggae, Rastafari and Jamaican Culture. Depending on the courses chosen, students may find themselves in Barbados, Jamaica or Trinidad and Tobago. However, Caribbean Marine Environment is a regional course which takes participants to at least two countries in the region. Accommodation is offered in the residence halls of each campus. [Summer] in any of the Caribbean islands presents a wonderful opportunity for participation in cultural activities. These include the various emancipation and independence celebrations, Crop Over (a Barbados carnival) and other festivals, including folk and popular music festivals such as Sumfest (Jamaica's largest reggae festival).
African American Research Center, Library, University of Illinois at Urbana-Champaign
Notes:
202 p., Overcoming racism at school presents the work of eleven teachers and education experts. It reflects and proposes change for one of the most perverse forms of violence perpetrated daily in Brazilian society. It suggests practices for deconstructing attitudes and reversing ideology and racist stereotypes in everyday school life.
An analysis of the educational attainment and progress between age 11 and age 14 of over 14,500 students in England. Socioeconomic variables could account for the attainment gaps for Black African, Pakistani and Bangladeshi students, but not for Black Caribbean students. Black Caribbean students were distinctive as the only group making less "progress" than White British students between age 11 and 14 and this could not be accounted for by any of the measured contextual variables. Possible explanations for the White British-Black Caribbean gap are considered.
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.
241 p., Examines the experiences of Panamanian Afro-Caribbean women and their membership in STEM (Science, Technology, Engineering and Mathematics) training and careers. The shortage of Science and Math teachers in 48 of 50 States heightens the need for those trained in STEM. Females of African phenotype have persistently been underrepresented in STEM. However, this trend does not appear to have held for Panamanian Afro-Caribbean women. The current study explores issues related to STEM participation for these women by addressing the overarching question: What key factors from the lived experiences of Panamanian Afro-Caribbean women in STEM careers can be used to inform work with females of African phenotype in their pursuit of STEM education and STEM careers?
Draws on qualitative data exploring the experiences of first-generation middle-class Black Caribbean-heritage parents, their own parents, and their children. Focuses on the different ways in which race and class intersect in shaping attitudes towards education and subsequent educational practices.
Adopts a genealogical approach to a small-scale study of Black supplementary schools, extra schooling organized by the African-Caribbean community in the United Kingdom
One basic but tremendously important strategy is becoming and staying involved in our daughters' education. Our girls need to be told and reminded that all professions are open to them and that they must begin from an early age to prepare for these professions. Historically, girls do not take as many math and science courses as boys do, yet many top-paying professions require these subjects. Let your daughters know that math, chemistry, physics, etc., are not boy' exclusive domain but that girls have the aptitude to do just as well in these areas. These are women whose lives speak eloquently of courage, determination and achievement. Contemporary women also provide striking examples of qualities our own daughters can emulate. Within our churches, schools and communities are countless women with stories worth sharing.
