Dwayne is a Grade 6 student who came to Canada from Jamaica at the age of seven. Upon arrival in a new school Dwayne had to adapt to a new culture. In addition, Dwayne was identified as having severe behavioral problems and learning difficulties, and it was recommended within the first month of school that the boy be medicated in order for him to cope. His mother refused. Through interviewing Dwayne's mother and his teacher, a case study details Dwayne's experiences of schooling. The story of Dwayne illustrates how experiences of disablement are interrelated with experiences of migration and racialization.
Beneficiaries thus far include: West Yorkshire's Cosmos, assigned L30,000 to stage a year-long exhibition for local ethnic communities; Liverpool's Nigerian Community Development Project, given L90,000 to refurbish its Grade II listed building; Wales's Gateway historic parks and gardens access project, granted L113,000; Brixton's National Museum and Archive of Black History, handed L302,000; and central London's Coram's Fields play area for children, awarded £1m for a complete restoration. [Helen Jackson] says there are many ways in which HLF can benefit the black community and that it is particularly keen to address issues such as social exclusion, depravation and young people's concerns. "We want to ensure lottery funding goes to all groups," she says. "We are aware we have more to do in really promoting equality of access to our funding.
Traces the author's journey as a Black Caribbean immigrant from Haiti to the United States. Describes the underlying factors that led to the author's relocation in the U.S. diaspora while at the same time examining the ways in which the author has been racially and linguistically positioned. The author further explains the negotiation of this position. The author's immigrant story is situated in the larger U.S. sociopolitical, linguistic, and racial context where immigrants, particularly immigrants of color, have faced many challenges.
Up to the last minute CIS' Irwine Clare was still awaiting a response to a formal request sent weeks ago to Guyana's Consul General to New York, Bretnold Evans and a subsequent follow-up sent to the President of Guyana, Bharrat Jagdeo; and the country's Home Affairs Minister, Gail Texeira. Clare, who flew to Guyana on Wednesday night in hopes that the approval would have been secured at the last minute, voiced disappointment but said he's optimistic that the team will be able to present the forums in the future, given the numerous queries and requests he has received from nationals there for such seminars.
"My first thought of Miami was `this is a big city,'" the 17-year-old told The Miami Times. "It was such a beautiful place, but I experienced culture shock once I was here." "Education is more advanced in Haiti and you have to be disciplined," he said. "That played a great part in my success in high school." "I am getting a great opportunity I wouldn't have in Haiti," he said. "I plan to make the best of it."
172 p., Although selective colleges and universities boast higher numbers of Black students more than ever before, new data show that a disproportionate number of these Black students are of immigrant-origin rather than native-born. The data also show that students of immigrant origin (at least one parent born outside the United States) attend selective, predominantly White institutions and Ivy League colleges and universities at disproportionately higher rates than native Black students (both parents born in the United States).
347 p., Historically, the integration of European immigrants and their children into U.S. society has been signified by their ability to assimilate into White middle-class society and enjoy the advantages of upward mobility. However, similar privileges are not experienced by immigrants of color; most often these groups assume a minority status in the United States, which (i) creates socio-economic impediments in their journey toward upward mobility and (ii) destabilizes their deeply embedded notions of self and identity. Within this social dilemma, 1.5 and second generation U.S.-born children of Caribbean immigrants occupy a distinctive and theoretically-valuable location for researchers. Grounded in critical race theory and the notion that racial hierarchies and racism are inescapable markers of the Black experiences in the U.S., this study explores the ways in which ten children of Caribbean immigrants come to understand themselves and their place in U.S. racial discourses and conventions given the racial and ethnic socialization messages they receive at home and their experiences with institutionalized racism and racial hierarchies in U.S. schools.
