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12. Education in Cuba: its foundations and challenges
- Collection:
- Black Caribbean Literature (BCL)
- Contributers:
- Quintero Lopez,Margarita (Author)
- Format:
- Journal Article
- Language:
- Portuguese
- Publication Date:
- 2011
- Published:
- São Paulo, Brazil: University of Sao Paulo
- Location:
- African American Research Center, Library, University of Illinois at Urbana-Champaign
- Journal Title:
- Estudos Avancados
- Journal Title Details:
- 25(72) : 55-72
- Notes:
- Discusses the importance of education for any nation and for Cuba in particular, examining its political, pedagogical and sociological foundations, and portraying its accomplishments over the last 50 years. The principles underlying the educational policy of the Cuban government are explained, as they underpin the mission of the National Education System (NES) to carry forward educational work in the country.
13. Education, identity and race in France: A case study of Martinican history-geography teachers
- Collection:
- Black Caribbean Literature (BCL)
- Contributers:
- Gozik,Nick James (Author)
- Format:
- Dissertation/Thesis
- Publication Date:
- 2009
- 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:
- 306 p., While it has long been assumed that schooling is integral to the construction of modern nation-states, surprisingly little is known about whether and how teachers actually go about transmitting national culture in the classroom. Relying on ethnographic research conducted in lycées on the French island of Martinique, including classroom observations, semi-structured interviews with teachers, informal interviews with school administrators and regional policymakers, and archival research, the author explores the ways in which history-geography teachers negotiate the construction of national and regional identities on an everyday basis, and in doing so become active participants in the formation of these identities within schools. The author finds that teachers in Martinique have long had significant influence over the implementation of national curricula.
14. Fort Lincoln Community School Dedication Program
- Collection:
- City Planning and Landscape Architecture (CPLA)
- Format:
- Booklet
- Publication Date:
- 1981-07-11
- Location:
- City Planning & Landscape Architecture Reference and Resource Center, Funk Library, University of Illinois Box: 37; Folder: 36
- CPLA Sub-Collection:
- Cities from Around the World
- Notes:
- Contains newspaper clippings
15. Fort Lincoln Community School: A Community Education Model - Where Programs Make the Difference
- Collection:
- City Planning and Landscape Architecture (CPLA)
- Contributers:
- Fort Lincoln Community School
- Format:
- Papers
- Publication Date:
- unknown
- Location:
- City Planning & Landscape Architecture Reference and Resource Center, Funk Library, University of Illinois Box: 37; Folder: 36
- CPLA Sub-Collection:
- Cities from Around the World
- Notes:
- Sheets contain information about school philosophy and features, a fact sheet, and two schedules
16. Intersectional work and precarious positionings: Black middle-class parents and their encounters with schools in England
- Collection:
- Black Caribbean Literature (BCL)
- Contributers:
- Vincent,Carol (Author), Rollock,Nicola (Author), Ball,Stephen (Author), and Gillborn,David (Author)
- Format:
- Journal Article
- Publication Date:
- Sep 2012
- Published:
- Abingdon, UK: Routledge/Taylor & Francis
- Location:
- African American Research Center, Library, University of Illinois at Urbana-Champaign
- Journal Title:
- International Studies in Sociology of Education
- Journal Title Details:
- 22(3) : 259-276
- Notes:
- Reports on data drawn from a study exploring the educational strategies of 62 Black Caribbean heritage middle-class parents. Considers the roles of race and class in the shaping of parents' educational strategies.
17. Latin American Studies Programs in American-Sponsored Independent Schools in the Caribbean Region
- Collection:
- Black Caribbean Literature (BCL)
- Contributers:
- Barteau,Harry Carman (Author)
- Format:
- Monograph
- Publication Date:
- 1973
- Published:
- Ann Arbor, MI: University Microfilm
- Location:
- African American Research Center, Library, University of Illinois at Urbana-Champaign
- Notes:
- 138 p
18. Making White Ladies: Race, Gender and the Production of Identities in Late Colonial Jamaica
- Collection:
- Black Caribbean Literature (BCL)
- Contributers:
- Ford-Smith,Honor Maria (Author)
- Format:
- Journal Article
- Publication Date:
- 1994-1995
- Published:
- Toronto: University of Toronto
- Location:
- African American Research Center, Library, University of Illinois at Urbana-Champaign
- Journal Title:
- Resources for Feminist Research
- Journal Title Details:
- 23(5) : 55-67
- Notes:
- Drawing on Jessica Benjamin's (1988) work on gender and relationships of domination and submission and on [Franz Fanon]'s work (1963; 1967) on the effect of colonial racism on ego integrity,(f.1) I will trace the racialization of power and domination in one mixed race family and the impact of this on the structure of the self. Turning to the colonial boarding school and drawing on [Michel Foucault]'s work on punishment (1979), I will trace the way that the disciplinary techniques of these boarding schools operate as the specific rituals for producing women who themselves become instruments for the exercise of power. I will also sketch a portrait of the family I studied in the context of Jamaica prior to the landmark 1938 uprising(f.2) and the relationship between the education of different classes and colours of women and the production of subjects who embrace the colonizer's values and culture. The costs borne by colonial subjects in this process will be demonstrated in discussions of the formal and informal educational histories of [Kathleen Fields] and June. Lilly's three surviving children were educated to secondary level in state-subsidized, church-run, colonial high schools intended for the middle classes who could not afford to send their children to school in England. Kathleen won a parish scholarship to one of these schools and was the first child in either Son's or Lilly's families to enter university when she won the only island scholarship for girls to university in Britain. She studied medicine and later specialized in obstetrics and gynaecology, becoming one of a handful of women doctors of colour at the time. She returned to Jamaica where she worked in the Government Health Service, the University College Hospital of the West Indies and built a large and successful private practice. She married twice, first to a white Englishman, a veteran of World War II and the RAF and then to a (brown) Jamaican doctor. Both marriages ended in divorce. She had one daughter by her first marriage. In 1994 she died in Kingston, having retired from medicine in 1990 as a result of poor health. Over three generations, Son, Lilly and their children and grandchildren and some of their nieces and nephews moved up the social pyramid, changing both their racial and class position. Many of the youngest members of the family appear either very light-skinned or white. In the 1920s Marcus Garvey, founder of the United Negro Improvement Association (UNIA), challenged white racial domination by building a huge movement in the Americas and in the Caribbean. Beginning in the United States, Garvey returned to Jamaica in 1927. Garvey's term "Race first" was an effective way to name a critique of domination which blasted away the contradictions underlying so-called ideals of equality and justice. But even Garvey in his naming of the problem and in his principles and philosophies is limited by the discursive terrain of colonial conservatism. In conceptualizing race and the elements of the values of liberal democracy, his views reinscribe racial essentialism and the familiar disapproval of interracial sex and those who resulted from it. Garvey's vision of women's role was based on the dominant ideology of women as housewives and mothers. For him there was one monolithic "black woman" who he argued needed to be treated like a queen, uplifted, to be given a weapon against the inferiority enforced by white colonial standards of beauty. She was to be chaste, to participate in voluntary service to the race, to be the culture bearer while the black man was to be the head of the household. Such anti-colonial options were highly significant in conceptualizing the importance of Africa as an economic power, and particularly in developing a movement which redressed the old violence of inferiorization, exploitation and marginalization. But they barely ruptured the complexity of the class and gender limitations women experienced in colonialism and, perhaps more important, they underestimated how deeply internalized are colonialism's lessons of culture and education.;
19. Mrs. Eliza Fenwick and Her School for Girls in Barbados
- Collection:
- Black Caribbean Literature (BCL)
- Contributers:
- Blouet,Olwyn M. (Author)
- Format:
- Journal Article
- Publication Date:
- 2000
- Published:
- Barbados: University of the West Indies, Department of History
- Location:
- African American Research Center, Library, University of Illinois at Urbana-Champaign
- Journal Title:
- Journal of Caribbean History
- Journal Title Details:
- 34(1/2) : 1-20
- Notes:
- Blouet profiles author Eliza Fenwick. Fenwick, an articulate, intellectual Englishwoman, operated a private school in Bridgetown for the daughters of upper class Barbadian society in the early nineteenth century.;
20. Resource and Technology: A beacon for change in the reform of Jamaica's secondary education system -- or a "pipedream"
- Collection:
- Black Caribbean Literature (BCL)
- Contributers:
- Jennings,Zellynne (Author)
- Format:
- Journal Article
- Publication Date:
- Apr 2012
- Published:
- Dordrecht, The Netherlands: Springer
- Location:
- African American Research Center, Library, University of Illinois at Urbana-Champaign
- Journal Title:
- International Review of Education/Internationale Zeitschrift fur Erziehungswissenschaft/Revue Internationale de l'Education
- Journal Title Details:
- 58(2) : 247-269
- Notes:
- Central to the Reform of Secondary Education (ROSE) in Jamaica in the 1990s was the achievement of goals of access, equity and quality through the implementation of a common curriculum in all schools. Within this reform, Resource and Technology (R&T) was an innovation designed to develop the creative potential in technology and to transform pedagogical practices from being teacher-centred to being student-centred. This paper examines how teachers and principals involved in the implementation of R&T perceive its attributes, such as need and relevance and observability.
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