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The book presents a representative selection of the papers presented at the second Conference on Caribbean Culture in honour of Kamau Brathwaite. It offers an interdisciplinary range of studies that range from analyses of Braithwaithe's creative and critical work to interventions in the fields of social history, cultural studies, gender studies, linguistics and sociology, that have been either directly or indirectly influenced by Braithwaite's own pioneering work in Caribbean social history and cultural studies. The manuscript offers the most current critical commentary on the work and ideas of Kamau Brathwaite, and it also provides an extremely useful range of analyses of contemporary Caribbean culture and social history. The primary target audience is academics and students working in the field of Caribbean and cultural studies, while the secondary audience includes researchers working on Kamau Brathwaite's creative and critical work.

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Drawing on discourse analysis of archival materials and data gathered from questionnaires and interviews with past and current writing specialists and on comparison/contrast analysis of Jamaican and US and UK teaching and scholarship in rhetoric and composition/academic writing/literacy in English, and embracing the interconnections of language use in society, language teaching in schools, and writing in higher education, Milson-Whyte provides an in-depth survey of over six decades of instruction in written discourse offered to Creole-influenced Jamaican students  students who are influenced by Jamaicas Creole language but who are not all Creole-speaking  on the Mona Campus of The University of the West Indies (UWI).

Given its highly comparative nature, its comprehensive examination of curricular practices that can be adapted in other institutions and its practical suggestions for dismantling writing myths and adopting a progressive view of writing, the book invites academics and administrators at UWI and in other universities and policy-makers in education in Jamaica to reflect on how Creole-influenced students do language, what academic writing is, how it is learned, what an academic community is, and who gets admitted into it and how.

This first full-length book plumbing the history of writing instruction and attitudes to it in the Creole-influenced Jamaican higher education context, and grounded in current scholarship on language difference and writing, will also inform a) scholars and graduate students and teachers and teachers-in-training in applied linguistics, contrastive rhetoric, (English) language education, literacy, rhetoric and composition or writing studies and b) general readers with interest in international trends in postsecondary education or with concerns about university students writing or how writing works.

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This interdisciplinary study examines the cultural and historical significance of the Jamaican Anansi folktales.

Anansi the spider is the trickster folk hero West African slaves transported to the Caribbean, who symbolises key aspects of Afro-Caribbean culture and is celebrated as a vital link with an African past. Anansi stories, in which the small spider turns the tables on his powerful enemies through cunning and trickery, are now told and published worldwide.

Anansi survived a cultural metamorphosis and came to symbolise the resistance of the Jamaican people. This original book examines Anansis roots in Ghana, details the changes Anansi underwent during the Middle Passage and his potential for inspiring tactics of resistance in a plantation context, and analyses Anansis role in postcolonial Jamaica, illustrating how he is interpreted as a symbol of individualism and celebrated as an emblem of resistance.

With its broad historical sweep, tracing Anansi from Ghana through to his contested position in contemporary Jamaica, this book makes an important contribution to the ongoing debate about whether the slave trade transmitted or destroyed the culture of the enslaved.