A description of the period in Jamaica's history that follows the abolition of slavery, up to the introduction of universal adult suffrage. The author analyzes the social, intellectual and political history of the era, including health, law, labour, and the ideas of the black intelligentsia.

Across their empire, the British spoke ceaselessly of deviants of undesirables, ne'er do wells, petit-tyrants and rogues. With obvious literary appeal, these soon became stock figures. This is the first study to take deviance seriously, bringing together histories that reveal the complexity of a phenomenon that remains only dimly understood.

Glenford Howe's social history of the soldiers of the British West Indies Regiment assesses the impact of World War One on West Indian history and reveals the true nature of military relations and the gradual decline in morale.

Colonialism left an indelible mark on writers from the Caribbean. Many of the mid-century male writers, on the eve of independence, looked to England for their models. The current generation of authors, many of whom are women, have increasingly looked--and relocated--to the United States. Incorporating postcolonial theory, West Indian literature, feminist theory, and African American literary criticism, Making Men carves out a particular relationship between the Caribbean canon--as represented by C. L. R. James and V. S. Naipaul, among others--and contemporary Caribbean women writers such as Jean Rhys, and Jamaica Kincaid, Paule Marshall, and Michelle Cliff, who now live in the United States. Discussing the canonical Caribbean narrative as it reflects national identity under the domination of English cultural authority, Belinda Edmondson focuses particularly on the pervasive influence of Victorian sensibilities in the structuring of twentieth-century national identity. She shows that issues of race and English constructions of masculinity not only are central to West Indian identity but also connect Caribbean authorship to the English literary tradition. This perspective on the origins of West Indian literary nationalism then informs Edmondson's search for female subjectivity in current literature by West Indian women immigrants in America. Making Men compares the intellectual exile of men with the economic migration of women, linking the canonical male tradition to the writing of modern West Indian women and exploring how the latter write within and against the historical male paradigm in the continuing process of national definition. With theoretical claims that invite new discourse on English, Caribbean, and American ideas of exile, migration, race, gender identity, and literary authority, Making Men will be informative reading for those involved with postcolonial theory, African American and women's studies, and Caribbean literature.

In Caribbean history, the European colonial plantocracy created a cultural diaspora in which African slaves were torn from their ancestral homeland. In order to maintain vital links to their traditions and culture, slaves retained certain customs and nurtured them in the Caribbean. The creation of lace-bark cloth from the lagetta tree was a practice that enabled slave women to fashion their own clothing, an exercise that was both a necessity, as clothing provisions for slaves were poor, and empowering, as it allowed women who participated in the industry to achieve some financial independence. This is the first book on the subject and, through close collaboration with experts in the field including Maroon descendants, scientists and conservationists, it offers a pioneering perspective on the material culture of Caribbean slaves, bringing into focus the dynamics of race, class and gender. Focussing on the time period from the 1660s to the 1920s, it examines how the industry developed, the types of clothes made, and the people who wore them. The study asks crucial questions about the social roles that bark cloth production played in the plantation economy and colonial society, and in particular explores the relationship between bark cloth production and identity amongst slave women.

Jamaican music can be roughly divided into four eras, each with a distinctive beat - ska, rocksteady, reggae and dancehall. Ska dates from about 1960 to mid-1966, rocksteady from 1966 to 1968, while from 1969 to 1983 reggae was the popular beat. The reggae era had two phases, 'early reggae' up to 1974 and 'roots reggae' up to 1983. Since 1983 dancehall has been the prevalent sound. The authors describe each stage in the development of the music, identifying the most popular songs and artists, highlighting the significant social, political and economic issues as they affected the musical scene. While they write from a Jamaican perspective, the intended audience is 'any person, local or foreign, interested in an intelligent discussion of reggae music and Jamaica.'.

Caribbean Discourse in Inclusive Education is an edited book series that aims to give voice to Caribbean scholars, practitioners, and other professionals working in diverse classrooms. The book series is intended to provide an ongoing forum for Caribbean researchers, practitioners, and academics, including those of the Diaspora, to critically examine issues that influence the education of children within inclusive settings. The book series is visionary, timely, authoritative and presents pioneering work in the area of inclusive education in the Caribbean, as part of the broader South?South dialogue. It is essential reading for students in undergraduate and postgraduate programmes, scholars, teachers, researchers and policy makers at the regional and international level. The first book in this series entitled Historical and Contemporary Issues will trace the history and examine the Caribbean’s trajectory towards the development of inclusive education in the 21st Century. The main premise of the book is that inclusion remains an ideologically sound goal, which remains elusive in the Caribbean. It will also provide a wider platform to discuss other factors that influence the development of inclusive education such as school climate, culture and ethos, LGBT issues, teacher training and professional development, pedagogy, pupil perspective, curriculum, policy and legislation.