Intergovernmental Regional Committee for the Major Project in the Field of Education in Latin America and the Caribbean. Meeting (3rd : 1989 Guatemala, Guatemala) (Author)
Format:
Book, Edited
Publication Date:
December, 1988
Published:
Santiago, Chile: United Nations Educational, Scientific, and Cultural Organization, Santiago (Chile). Regional Office for Education in Latin America and Caribbean.
Location:
African American Research Center, Library, University of Illinois at Urbana-Champaign
Notes:
ERIC Number: ED348249, 82 p, Four articles comprise this issue of the bulletin. "The Situation of Teachers in the English-Speaking Caribbean" (A. B. Alleyne) examines the position of Caribbean teachers with respect to salaries, social security, the teacher shortage, the adequacy of educational objectives and policies, preparation for the profession, and further education. "The Illiteracy in the Group of the 8: Implementation of a Program of Experiences Exchange" (Ministry of Education, Peru) proposes areas of cooperation between the eight countries of the Acapulco Agreement (Mexico, Peru, Argentina, Uruguay, Brazil, Panama, Colombia, and Venezuela) in their efforts to eradicate illiteracy by the year 2000. "The State and Education in Latin America" (J. Casassus) identifies and discusses some of the issues regarding the link between education and the state in Latin America. "Towards a Mathematics Education Thinking: Contributions of Chilean Research at the Basic and Middle Levels" (P. Montero; H. Gonzalez) presents an overview of Chilean mathematics education at its basic and middle levels, and urges the development of a national thinking in the field. The final part of the bulletin contains information about the activities that the Regional Office for Education in Latin America and the Caribbean has carried out in the region. (JB)
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.
A recent analysis of the Longitudinal Study of Young People in England (LSYPE) indicates a White British-Black Caribbean achievement gap at age 14 which cannot be accounted for by socio-economic variables or a wide range of contextual factors. This article uses the LSYPE to analyse patterns of entry to the different tiers of national mathematics and science tests at age 14.
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.
Author discusses the complexities of identity representation in terms of her Afro Caribbean/"third" world background and her historically African-American university (HBCU) affiliation. Notes how her academic identity marked by her first and third world educational experiences as a Caribbean person of color in the U.S. positions her between the borders of insider/outsider.
