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2. Charles Drew students enlightened about Haitian culture
- Collection:
- Black Caribbean Literature (BCL)
- Contributers:
- Heard,Kaila (Author)
- Format:
- Newspaper Article
- Publication Date:
- Nov 22-Nov 29, 2006
- Published:
- Miami, FL
- Location:
- African American Research Center, Library, University of Illinois at Urbana-Champaign
- Journal Title:
- Miami Times
- Journal Title Details:
- 8 : 7A
- Notes:
- The program, which is sponsored by the Haitian Heritage Museum, featured traditional lecture format, intermingled with question and answer sessions, and a line up of local artists - Caheej, Flo and Mecca aka "Grimo." Throughout the presentation, the performers and speakers itnteracted with the audience. The program was designed for that purpose, explained Evaline Pierre, CEO and founder of the Haitian Heritage Museum, to keep them paying attention. "I chose artists to teach the culture because art transcends all boundries. Anyone can identify a beautiful painting." Attention is important because one of the program goals is to teach Haitian culture, a culture that is not widely known about, and by extension increase tolerance for differences. "It's a starting point," said Serge Rodrique, cofounder of Haitian Heritage Museum, "[so] you can start to understand similarities."
3. Schooling as a regime of equality and reproducing difference in an Afro-Ecuadorian region
- Collection:
- Black Caribbean Literature (BCL)
- Contributers:
- Johnson,Ethan (Author)
- Format:
- Journal Article
- Publication Date:
- 2009 June
- Published:
- United Kingdom: Routledge/Taylor & Francis
- Location:
- African American Research Center, Library, University of Illinois at Urbana-Champaign
- Journal Title:
- Ethnography and Education
- Journal Title Details:
- 4(2) : 147-164
- Notes:
- 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.