This book examines the social and economic forces that have shaped and constrained the development of education in the British Leeward Islands following emancipation. It critiques British colonial education and highlights several noteworthy achievements despite financial and ideological problems. The dialectical nature of education in helping to shape as well be shaped by the culture becomes evident. Dealing with four islands or island-group - Antigua-Barbuda, the British Virgin Islands, Montserrat, and St Kitts-Nevis-Anguilla - this work offers insights into regional cooperation in education. In addition to the primary and secondary levels of education, Fergus considers teaching training, technical-vocational and adult education, thereby broadening the interest and appeal of his work.

Africans and their descendants have long been faced with abuse of their human rights, most frequently due to racism or racialized issues. Consequently, understanding shifting conceptualizations of race and identity is essential to understanding how people of color confronted these encounters. This book addresses these issues and their connections to social justice, discrimination, and equality movements. From colonial abuses or their legacies, black people around the world have historically encountered discrimination, and yet they do not experience injustice opaquely. The chapters in this book explore and clarify how Africans, and their descendants, struggled to achieve agency despite long histories of discrimination. Contributors draw upon a range of case studies related to resistance, and examine these in conjunction with human rights and the concept of race to provide a thorough exploration of the diasporic experience. Human Rights, Race, and Resistance in Africa and the African Diaspora will appeal to students and scholars of Ethnic and Racial Studies, African History, and Diaspora Studies.

E very denomination entered the Caribbean with a mission. While the general motivation was to convert the population to Christianity, the accompanying practices were undoubtedly intended to civilise and westernise. The Moravians and Methodists were the first two evangelical Protestant missions that brought the gospel to the enslaved Africans in the Caribbean.When emancipation was granted to the enslaved Africans by the British government in 1834, the newly freed Africans had their own ideas as to how they would live, work, and worship. They were in a struggle for freedom, self-affirmation, self-expression, and personal development. But the Moravians and Methodists had independently framed their thoughts on what the formerly enslaved Africans needed to survive and succeed. What the evangelical Protestants created for themselves was an image of the formerly enslaved African. They had drawn a mental picture of a European Christian of African descent who was residing in the Caribbean and practicing the Christianity of the West. The Caribbean evangelical black was a reflection of the Europeans but never managed to fit into the submissive Christian image. This book traces the eighty years during which formerly enslaved Africans adapted to their state of freedom in Antigua and Barbados and how the Moravians and Methodists sought to shape their way of life.. The book examines the theological dispositions on slavery, gender, education, religion, sexuality, and race.

Education in the Commonwealth Caribbean and Netherlands Antilles provides a contemporary survey of education development and key educational issues in the region. The chapters cover: Anguilla, Antigua and Barbuda, the Bahamas, Barbados, Belize, Bermuda, the British Virgin Islands, the Cayman Islands, Dominica, Grenada, Guyana, Jamaica, the Netherlands Antilles (Aruba, Bonaire, Curacao, Saba, Saint Eustatius and Saint Maarteen), Montserrat, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, Surinam, Trinidad and Tobago, and the Turks and Caicos Islands. The book includes discussions of the impact of local, regional and global occurrences, including social, political and geographical events, on education systems and schooling in the region. As a whole, the book provides a comprehensive reference resource for contemporary education policies in the Caribbean, and explores some of the problems these countries face during the process of development. It is an essential reference for researchers, scholars, international agencies and policy-makers at all levels.

This collection of eleven essays is designed to highlight some important new voices who have been doing research on the general subject areas of the history and culture of the Caribbean. The essays in this volume also address a number of themes which are critical to developing an understanding of current scholarly work on the two broad subject areas. Among the themes examined are colonialism, slavery, and the involvement of the Christian Church in both colonial rule and enslavement. The essays also analyze the pre-independence and post-independence periods of the twentieth century, with examinations on topics that include prostitution, departmentalization, education, visual art, and the musical form known as Reggae. The purpose of this book is to stimulate discussion around these important topics based on the perspectives of a number of new scholars. The book is also designed as a teaching device, principally for courses focusing on Caribbean society, whether in the past or the present.

An examination of how, from 1900 through the 1960s, West Indians employed their British identity both to establish a place for themselves in the British imperial world, and to negotiate the cultural challenges of decolonization as Caribbean peoples.

In Agency of the Enslaved: Jamaica and the Culture of Freedom in the Atlantic World, D.A. Dunkley challenges the notion that enslavement fostered the culture of freedom in the former colonies of Western Europe in the Americas. Dunkley argues the point that the preconception that out of slavery came freedom has discouraged scholars from fully exploring the importance of the agency displayed by enslaved people. This study examines those struggles and argues that these formed the real basis of the culture of freedom in the Atlantic societies. These struggles were not for freedom, but for the acknowledgment of the freedom that enslaved people knew was already theirs. Agency of the Enslaved reveals several major incidents in which the enslaved in Jamaica--a country Dunkley uses as a case study with wider applicability to the Atlantic world--demonstrated that they viewed slavery as an immoral, illegal, unnecessary, temporary, and socially deprecating imposition. These views inspired their attempts to undermine the slave system that the British had established in Jamaica shortly after they captured the island in 1655. Acts of resistance took place throughout the island-colony and were recorded on the sugar plantations and in the courts, schools, and Christian churches. The slaveholders envisaged all of these sites as participants in their attempts to dominate the enslaved people. Regardless, the enslaved had re-envisioned and had used these places as sites of empowerment, and to show that they would never accept the designation of 'slave.'