In Haitian Creole, bay lodyans means to tell stories to an audience, and more generally, to entertain. This book is the first to analyze popular contemporary Haitian films, looking especially at how they respond to the needs and desires of Haitian audiences in and beyond Haiti. Produced between 2000 and 2018 and largely shot with digital cameras and sometimes cellphones, these films focus on the complexities of community, nostalgia, belonging, identity, and the emotional landscapes of exile and diaspora. They reflect sociopolitical and cultural issues related to family, language, im/migration, religion, gender, sexuality, and economic hardship. Using storytelling and other less traditionally "academic" techniques, Cécile Accilien advances Haitian epistemological frameworks. Bay Lodyans integrates terms and concepts from Haitian culture, such as jerans and kafou (derived from the French words for "to manage" and "crossroads," respectively) and includes interviews with Haitian filmmakers, actors, and scholars in order to challenge the dominance of Western theoretical approaches and perspectives.

This is a 'Mini Dictionary and Vocabulary for English and Haitian Creole Learners, Ti Diksyonè ak Vokabilè pou Moun k’ap Aprann Anglè ak Kreyòl - Plis Ekspresyon ak Fraz Populè, More Popular, Commonly Used Expressions and Sentences.' This textbook will help you learn Haitian Creole in no time. It provides you with all the vocabulary you need to start communicating in the language. It also gives you explanations of the expressions and cultural background.

Haitian Creole (HC) is spoken by approximately 11,000,000 persons in Haiti and in diaspora communities in the United States and throughout the Caribbean. Thus, it is of great utility to Anglophone professionals engaged in various activities—medical, social, educational, welfare— in these regions. As the most widely spoken and best described creole language, a knowledge of its vocabulary is of interest and utility to scholars in a variety of disciplines. The English-Haitian Creole Bilingual Dictionary (EHCBD) aims to assist anglophone users in constructing written and oral discourse in HC; it also will aid HC speakers to translate from English to their language. As the most elaborate and extensive linguistic tool available, it contains about 30 000 individual entries, many of which have multiple senses and include subentries, multiword phrases or idioms. The distinguishing feature of the EHCBD is the inclusion of translated sentence-length illustrative examples that provide important information on usage.

Jacques Stephen Alexis, Jacques Roumain, René Depestre, Marie Chauvet, Frankétienne, J. J. Dominique, Jean Métellus, Dany Laferrière, Yanick Lahens, Lyonel Trouillot et Edwidge Danticat sont quelques-uns des écrivains haïtiens dont l'écriture est marquée par le contexte politique d'Haïti. Les régimes dictatoriaux ont, en effet, affecté l'espace créatif, imposant un certain nombre de contraintes auxquelles ces écrivains, chacun à leur manière, ont ingénieusement riposté et réagi. Ce recueil d'essais critiques et d'entretiens tente d'illustrer et d'analyser comment les oeuvres romanesques, poétiques et théâtrales s'accommodent du « pays assiégé » et déploient des stratégies linguistiques et formelles permettant de transcender les forces d'oppression. Jacques Stephen Alexis, Jacques Roumain, René Depestre, Marie Chauvet, Frankétienne, J. J. Dominique, Jean Métellus, Dany Laferrière, Yanick Lahens, Lyonel Trouillot and Edwidge Danticat are some of the Haitian writers whose writing is marked by Haiti's political history. Successive dictatorships have indeed shaped Haiti's creative space, imposing constraints that the authors ingeniously counteract and against which they all react. This collection of essays and interviews illustrates and analyzes the various ways in which the fictional, poetic and theatrical texts transcend the forces of oppression through linguistic and formal strategies.

This edited book attempts to foreground how challenges and complexities between policy and practice intertwine in the teaching and learning of the STEM subjects in multilingual settings, and how they (policy and practice) impact on educational processes, developments and outcomes. The unique feature of this book, thus, lies in its combination of not just language issues in the teaching and learning of the STEM subjects, but also in how these issues relate to policy and practice in multilingual contexts and how STEM research and practice may inform and shape language policies and their implementation in multilingual contexts. This book is of interest to stakeholders involved in STEM education such as researchers, undergraduate and graduate students, tertiary level teachers, teacher educators, curriculum developers as well as other professionals with responsibilities in STEM education subjects. The book is written in a way that is accessible to a wide range of backgrounds, including those who are in language education.

This volume provides guidance on teaching about Haiti's history and culture from a multidisciplinary perspective, offering ways of reshaping old narratives through women's and gender studies, poetry, theater, art, religion, language, politics, history, and popular culture.

This book brings together essays that explore Indigenous ways of knowing and that consider how such knowledge can inform educational practices and institutions. Indigenous Knowledge is resiliently local in character and thus poses a distinct contrast to the international, more impersonal system of knowledge prevalent in Western educational institutions. In the words of Mik'maq scholar Marie Battiste--a leading proponent of Indigenous Knowledge and a contributor to this volume--Indigenous Knowledge expresses "the vibrant relationships between the people, their ecosystems, and the other living beings and spirits that share their lands." Indigenous Knowledge and Education argues that such knowledge has much to offer schools and students in the United States and beyond. The volume examines a wide range of Indigenous cultures and educational settings, including Native American, Haitian, Mexican, African, and Australian. The essays are grouped into three themes that exemplify many Indigenous cultures: struggle, strength, and survivance--the latter a notion of survival that emphasizes remembrance, regeneration, and spiritual renewal. Each of these themes is explored in a rich array of articles and capped with new essays by Marie Battiste, Gregory A. Cajete, and Bryan McKinley Jones Brayboy. A wide-ranging and persistently stimulating volume, Indigenous Knowledge and Education casts contemporary theories and debates about education in a new--and essential--light. Contributors: David Wallace Adams, Lilia I. Bartolome, Marie Battiste, Bryan McKinley Jones Brayboy, Gregory A. Cajete, Fernando Cardenal, Munir Fasheh, Sandy Marie Anglas Grande, Josiane Hudicourt-Barnes, Susan M. Kardos, Richard Katz, Kenneth Liberman, K. Tsianina Lomawaima, Richard Maclure, Valerie Miller, Leona Okakok, and Ramon Eduardo Ruiz. Edited by Malia Villegas, Sabina Rak Neugebauer, and Kerry R. Venegas