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2. Cuba: Education and Revolution
- Collection:
- Black Caribbean Literature (BCL)
- Contributers:
- De Quesada,Ricardo Alarcon (Author)
- Format:
- Journal Article
- Publication Date:
- Jul 2011
- Published:
- New York, NY: Monthly Review Foundation
- Location:
- African American Research Center, Library, University of Illinois at Urbana-Champaign
- Journal Title:
- Monthly Review
- Journal Title Details:
- 63(6) : 136-142
- Notes:
- In 1795, Father Jose Agustin Caballero presented the first project for the creation of a system of public education for all the inhabitants of the island of Cuba. It was a visionary idea, but impossible to carry out at that time. The island was a colonial possession of the Spanish Crown, and most of the population was subjected to slavery or made up of Mestizos and freed blacks, the victims of segregation and racial discrimination.
3. Worlds Real and Invented: The Grenada Revolution and the Caribbean Literary Imaginary
- Collection:
- Black Caribbean Literature (BCL)
- Contributers:
- Lambert,Laurie Rhonda (Author)
- Format:
- Dissertation/Thesis
- Publication Date:
- 2013
- Published:
- New York: New York University
- Location:
- African American Research Center, Library, University of Illinois at Urbana-Champaign
- Journal Title:
- ProQuest Dissertations and Theses
- Notes:
- 289 p., Argues that Caribbean writers challenge state notions of democracy and revolution by embracing ideological opacity (forms of political action that are not immediately legible) as a form of radicalism. Writers such as Merle Collins, Dionne Brand, and George Lamming narrated a new revolutionary consciousness using literary form and structure to express créolité (Caribbean cultural hybridity) and represent political resistance. This form of radicalism allows writers to explore political change in terms that are more subtle than discourses of outright revolution. The dissertation draws on the work of theorist Édouard Glissant who uses opacity as a critical term to articulate the right of Caribbean people to create their own forms of knowledge and to refuse Western epistemologies.