It is not surprising that the Caribbean woman pushes her daughter toward higher education, for she sees education as the greatest tool for social mobility. Education becomes more than just a means of expanding one's realm; it is seen as an armor of protection against hostile forces, an opportunity to be successful so that no one can "tek step wid yuh." Traditionally, women have been the custodians of culture. The Caribbean woman must continuously face this question: "How can I keep the culture intact, maintain our song and dance in these changing times, this electronic age of computer, when our children are struggling against the reins of our value system and often we are so perplexed, not knowing what to do? This, then, is the most valuable lesson the Caribbean mother passes on to her daughter: how to be firm in the midst of society's pressures and remain her individual self and nurture her talents and resources to love her mate and nurture her children, even while she pursues her own dreams. The songs and dance continue.
Occasionally, a rare talent emerges, such as Lauryn Hill or Maxwell, whereas previously the talent came in hordes. Look at the way Lauryn Hill has gone back to Bob Marley and Stevie Wonder for inspiration and technique. She's still a rap artist but here is a woman who has learnt her trade. It's a question of feeling basically unsafe around a generation that has no respect for its elders.
Prior to the twenty-first century, nonfiction picture books in Britain rarely focused on the Black British community. As twenty-first-century Britain struggles to define itself, the education system is one way of institutionalizing and standardizing what it means to be British. By aligning with the National Curriculum standards, publishers of children's nonfiction have found ways to negotiate boundaries and re-envision meaning. Recent texts have used traditional models for British children's nonfiction to focus on areas of citizenship, identity, and history, but by redefining the boundaries between nation/outsider, self/other, and insider/outsider, have created new spaces for British identity and citizenship.
In fact, whenever I am accused of "playing the Race Card ", I always let folk know that I didn't deal die hand. It has been my experience that if you ask "why?" long enough eventually it will come down to race. And if it is between or amongst people of the same color, Class becomes the issue. But we can argue about that in another post at another time. With instances such as these it's tough to holler "race" because Black folk make it easy for White folk to say, "Forget it". I have heard Black folk say, "Who do they think they are? How are White folks going to raise Black children? They have no idea what it's like to be Black"! And maybe they don't . . . but they don't know what it's like to be Asian, Indian, Haitian or African either. Now I am sure there will be those who will read this and say, "My family adopts ... in fact, they adopted me!" and they will go down a list that reads like that fifth chapter of Genesis in the Bible inserting "adopt" for every "begat". And while that is good for that particular family, that family and those like it are the exception and not the rule.
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.
