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Paulette Ramsays study analyses cultural and literary material produced by Afro-Mexicans on the Costa Chica de Guerrero y Oaxaca, Mexico, to undermine and overturn claims of mestizaje or Mexican homogeneity.

The interdisciplinary research draws on several theoretical constructs: cultural studies, linguistic anthropology, masculinity studies, gender studies, feminist criticisms, and broad postcolonial and postmodernist theories, especially as they relate to issues of belonging, diaspora, cultural identity, gender, marginalization, subjectivity and nationhood. The author points to the need to bring to an end all attempts at extending the discourse, whether for political or other reasons, that there are no identifiable Afro-descendants in Mexico. The undeniable existence of distinctively black Mexicans and their contributions to Mexican multiculturalism is patently recorded in these pages.

The analyses also aid the agenda of locating Afro-Mexican literary and cultural production within a broad Caribbean aesthetics, contributing to the expansion of the Caribbean as a broader cultural and historical space which includes Central and Latin America.

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First published in 1976, work is a masterful analysis of the dynamics of slave labor in the economic growth of early-19th-century Jamaica.

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The Empowering Impulse is a significant contribution to the historiography of Barbados and will inform discourses on Barbadian nationalism. In Barbados, as elsewhere in the Caribbean, national identity historically emerged in response to economic, political and cultural forms of domination. The authors of these chapters proffer comments on how Barbadian attitudes and modes of behaviour have been shaped by class rule and hegemony, state policy, public institutions, and class resistance. The book makes available data on the Barbadian nationalist enterprise, with the hope that it will stimulate more research by other historians, social scientists and social commentators on the issues addressed in the work.

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This study documents how William Hart Coleridge, the first Anglican bishop of Barbados and the Leewards, executed the new mandate of the Anglican church between 1824 and 1842. When the British Government turned to the Established Church for assistance in the amelioration of the condition of the enslaved population in the West Indian colonies, two new Sees of Jamaica and Barbados and the Leeward Islands were created in 1824 and two new Bishops were appointed, Coleridge and Christopher Lipscomb. The book focuses on Coleridge's episcopate in Barbados, discussing the Colonial Church before his appointment, the circumstances of his appointment, his role, and the question of his jurisdiction; how he increased accommodation for worshipers by providing Chapels of Ease and Chapel Schools; how he set up the administration in his diocese, recruited clergy, and provided training by reorganizing Codrington College; his work in education, especially among the working class; how he guided the pastoral care of the Church, especially for the enslaved population; his involvement in emancipation and apprenticeship and his promotion of social institutions to help emancipated slaves live as free citizens; and his departure from the island and his diocese due to failing health, how it was administered in his absence, and its division into three Sees in 1842

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More than two and a half centuries after it was first outlawed in Jamaica in 1760, obeah remains illegal in most territories of the former British West Indies. Yet, opinions on the meaning and essential nature of this controversial Afro-Caribbean spiritual phenomenon vary widely. While many contemporary West Indians hold negative views of obeah, viewing it as evil witchcraft or sorcery, others point to its widespread use in healing, protection from harm and solving a wide range of everyday problems  positive views that were also commonly held by enslaved West Indians in earlier generations.

Despite the scholarly attention obeah has received, relatively little has been written about the many laws enacted against it in different territories at different periods. Offering a perspective on obeah that challenges conventional conceptions of this widely misunderstood aspect of West Indian society and culture, the core of this book is a detailed examination of anti-obeah laws, and their socio-political implications, in seventeen jurisdictions of the English-speaking Caribbean from the period of slavery to the present.

Aside from chronologically tracing in each territory the development of these laws and their major provisions, the book also examines how anti-obeah legislation has helped to create and perpetuate cultural distortions that resound into the present. Anti-obeah legislation, particularly after the end of slavery in the nineteenth century, played a central role in creating public misunderstandings of the meaning and role of obeah among the West Indian masses, and led to the stigmatization and devaluation among future generations of African-derived spiritual beliefs and practices.

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This book documents the contributions that Ruth Nita Barrow, Gertrude Hildegarde Swaby and Julie Symes made in advancing the status of professional nursing education in Jamaica between 1946 and 1986. Their contributions to professional nursing occurred while Jamaica was a British colony, and the economic, political and social forces of the era and their effects are discussed. Because their contributions extended to other English-speaking Caribbean territories, this study also focuses on the impact that these women had on regional nursing education development and the factors that influenced their involvement. The changes that emerged from the contributions of these women with respect to influence, commitment, credibility, visibility, networking, and mentoring in the profession of nursing are profound.

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This work discusses the effectiveness of the sets of policies employed by the government over a fifty-year period spanning 1958 to 2008 in the effort to foster the growth and development of the economy. It concludes that Trinidad and Tobago has underperformed in respect of its growth and development. Compared with other countries more or less similarly placed around 1960, Trinidad and Tobago has not achieved in key areas of health-care delivery, education access, and income and wealth, notwithstanding its substantial resources of oil and gas.

Historically, Trinidad and Tobago's economy cycles from boom to bust depending on what happens to the price of oil. The carefree, undisciplined lifestyle of most of the population is occasionally perturbed by a paroxysm of social unrest. Downturns are accompanied by ritual incantations by government officials of the need for ""diversification"" to reduce the country's dependence on oil and the energy-based industries, the formation of new committees, task forces and boards, and considerable hand-wringing and angst about the ""sustainability"" of government fiscal operations. Seemingly bold new initiatives and projects are announced, and all the while people wait and secretly hope for a quick turnaround in the price of oil, ammonia, methanol and natural gas so that rents will again begin to accrue, government spending programmes can restart and the fete can resume. Trinidad and Tobago will not achieve its potential for development unless and until this cycle is broken.

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Terrence W. Farrell is a Fellow of the Institute of Banking and Finance of Trinidad and Tobago he has published several scholarly articles and a book on central banking in Trinidad and Tobago.

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Students and teachers of education in the Caribbean have long relied on ethnographic research from North America to enrich their understanding of life in schools and classrooms. Based on actual experiences from the perspectives of both students and teachers, this collection of ethnographic research articles provides the first up-close view of Jamaican schools and classrooms. Hyacinth Evans and her research team used careful, well-executed interviews and participant observation methods. The result is an insightful view of the ways society's tensions are played out in educational settings, the ways personalities are shaped and identities formed in face-to-face interactions, and the ways circumstances and experiences in the Jamaican setting affect teaching and learning. The articles examine - Student-teacher interaction - Teacher authority - how it is maintained, nurtured, or eroded - The social construction of student interest and attention versus disruptiveness and apathy - Consequences of streaming children in perceived ability groups - Standard Jamaican English (SJE) methods and their effectiveness in teaching Creole-speaking students - Teaching and learning in schools where materials and resources are limited - Career decisions for teachers This book is an essential addition to the body of education texts used throughout the Caribbean, geared for undergraduate and postgraduate students, classroom teachers, and anyone interested in schools and education.