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.
Discusses the imperative to establish a functioning education system and explores how the earthquake exacerbated perennial challenges to the Haitian education system, while also perhaps offering some hope. Analyzes reconstruction efforts involving the Government of Haiti and such organizations as the World Bank and the Inter-American Development Bank, arguing that an education system premised on local ownership and focused on sustainability is Haiti's best hope.
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.
