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.
African American Research Center, Library, University of Illinois at Urbana-Champaign
Journal Title Details:
p. 299
Notes:
Panneflek compares the academic achievement, as measured by the Standardized Achievement Test, of Seventh-day, Protestant, Roman Catholic, and Public school sixth-graders in Curacao
The aim of this research article is to investigate how pupils from Black Caribbean backgrounds are helped to achieve high standards in British schools and to identify a number of significant common themes for success in raising the achievement
Explores the experiences of Caribbean women teachers who are recruited to teach in a mid sized Southern city. Narrative methods were used to analyze four Barbadian women teachers' perspectives on their: initial experiences and challenges; teaching philosophies and approaches to teaching American students; and successful transition into Louisville, Kentucky's public schools after five years of teaching. In an age where school districts across the nation seek educators from overseas to address the well-documented teacher shortage, this study has implications for helping future international teacher candidates transition into U.S. public schools.
"We are very pleased with the project, which will open up a wide range of opportunities to the university," they said. "Further, we believe that the proposed e-campus will have a lasting impact on Haiti's education system as a whole." [Frederick Humphries], now regent pro fessor at Florida A&M, says the effort grew out of his school's drive to collect donations for Haiti right after the January 2010 quake. He led a small delegation to visit the State University last summer, and afterward Humphries and Dr. Arthur Thomas, program manager at Morgan State, phoned a* number of black college presidents. "All of them wanted to help," Humphries says. Leaders of each consortium expressed a willingness to collaborate. "Where we can make common cause, we'll be very happy to do that," Humphries says. Alix Cantave, associate director of the Trotter Institute at UMass Boston, says such cooperation "makes sense."
The program, which is sponsored by the Haitian Heritage Museum, featured traditional lecture format, intermingled with question and answer sessions, and a line up of local artists - Caheej, Flo and Mecca aka "Grimo." Throughout the presentation, the performers and speakers itnteracted with the audience. The program was designed for that purpose, explained Evaline Pierre, CEO and founder of the Haitian Heritage Museum, to keep them paying attention. "I chose artists to teach the culture because art transcends all boundries. Anyone can identify a beautiful painting." Attention is important because one of the program goals is to teach Haitian culture, a culture that is not widely known about, and by extension increase tolerance for differences. "It's a starting point," said Serge Rodrique, cofounder of Haitian Heritage Museum, "[so] you can start to understand similarities."
Nomination form and submission materials for 2003 APA Illinois Chapter Annual Awards.
2003 Award Honorable Mention: Special or Unique Community Initiative
ILAPA 2003 Awards Program Nomination form and submission materials included with the Comprehensive Plan.
Analyzes the educational progress of 530,000 pupils in England between age 7 in 2000 and age 11 in 2004. The results show that Black Caribbean boys not entitled to free school meals, and particularly the more able pupils, made significantly less progress than their White British peers. There is no evidence that the gap results from Black Caribbean pupils attending less effective schools. The results suggest the poor progress of Black Caribbean pupils reflects a systemic issue rather than the influence of a small number of "low quality" schools.
