Abstracts (Last Names R-S)
Listed In alphabetical order by name of Author. To view abstract, click on the + sign next to the name of presenter.
Rezende, Elizabeth. (Christiansted, St. Croix):
“Tying-up post-transfer loose-ends in the Danish Caribbean.”
“Tying-up post-transfer loose-ends in the Danish Caribbean.”
March 31, 2017 marks the Centennial recognition of the Transfer of the Danish West Indies the United States of America. On that date, three islands, many smaller cays and a people were sold for $25,000,000 in gold. The military ceremony included the Danish gendarmes ,marines, and Navy and their naval vessel the Valkyrian, and its commander, the interim governor . Representing the US were the US Marines and Navy and their naval vessels the USS Olympia and the USS Hancock. The Danish fag was taken down ceremoniously while the American flag was hoisted up confidently.
The time between March 31 and July 31 is called by the Danish as the “Winding Up” period. Several government administration officials were left to tie up loose ends, primarily the former Government Secretary Reimart Baumann.
They were charged with providing for the maintenance of Danish government buildings, overseeing the Danish furniture and archives to be crated to the mother country and determining the pensions of Danish colonial administrators . Also considered at the time were the social institutions such as the children’s orphanage, and the people on the poor relief fund.
After the Danes received the $25,000,000 in gold, they did look back (contrary to public opinion) and share some of the profits. In this paper, I will argue that the funds accorded the poor commission were insufficient and inefficiently distributed to those in need.
The time between March 31 and July 31 is called by the Danish as the “Winding Up” period. Several government administration officials were left to tie up loose ends, primarily the former Government Secretary Reimart Baumann.
They were charged with providing for the maintenance of Danish government buildings, overseeing the Danish furniture and archives to be crated to the mother country and determining the pensions of Danish colonial administrators . Also considered at the time were the social institutions such as the children’s orphanage, and the people on the poor relief fund.
After the Danes received the $25,000,000 in gold, they did look back (contrary to public opinion) and share some of the profits. In this paper, I will argue that the funds accorded the poor commission were insufficient and inefficiently distributed to those in need.
Robles, Jo. (Univ. of Puerto Rico, Río Piedras Campus):
“Misfortune or Contempt? Looking at Superstition in A House for Mr. Biswas.”
“Misfortune or Contempt? Looking at Superstition in A House for Mr. Biswas.”
This paper focuses on V.S. Naipaul’s 1961 novel A House for Mr. Biswas. It explores how systems of belief play a key role throughout Mr. Biswas’ life. Whether it was through curses, rituals, or superstitions, all the aftermentioned are central factors in his misery-ridden life. It will first explore how a cursed birth set in motion a series of catastrophes that would haunt his youth. Furthermore, it will focus on the influence of Hinduism in Mr. Biswas’ life and how these brought constant conflict to his life, as was arraigned marriages and the right to an education. Finally, it will discuss how blessing rituals have detrimental outcomes in in his life-long quest of having a house to call his own.
Rose, Pamela. (Univ. of Guyana, Berbice Campus):
“Gender Disparity in Eastern Caribbean Schools.”
“Gender Disparity in Eastern Caribbean Schools.”
Gender disparity in the achievement of students in Caribbean schools is increasingly becoming an area of concern. A key element in the academic and career attainment of both males and females is their successful engagement with writing. This paper reports on a study that integrates a gender perspective in the research on writing instruction. Through the use of questionnaires, this study investigates male and female ninth grade learners’ preferences for writing instruction in their classrooms. The study examines whether there are significant gender differences in preferences for specific types of writing instruction and reflects on possible implications for classroom teaching.
Rodgers-Newbold, Barbara A. (UWI, Open Campus, Bahamas):
“Cultural Gatekeeping and the Junkanoo Carnival in the Bahamas.”
“Cultural Gatekeeping and the Junkanoo Carnival in the Bahamas.”
In 2015 the Bahamas held its first annual Bahamas Junkanoo Carnival, joining the list of Caribbean countries hosting an annual carnival festival. The format was similar to other Caribbean carnivals like Trinidad and Tobago’s annual carnival, Jamaica’s Bacchanal, and the annual Crop Over Carnival in Barbados. Dance groups participated in a street march donned in flashy colourful costumes dancing to the rhythm of pulsating music which culminated with local musicians competing in a song competition. The introduction of the Bahamas Junkanoo Carnival has been met with feisty opposition by those who view themselves as the social, moral, and cultural gatekeepers. Others view the Junkanoo Carnival as a means of attracting tourists and injecting an economic boast to the country. Because of the controversy, the Government has found itself caught in a catch-22 position, striving to appease both sides, but as had little success in this endeavor over the last two years. The purpose of this qualitative case study is to investigate the social impact of the Junkanoo Carnival on the social norms and musical heritage of the Bahamas by examining the costs and benefits of the carnival. Data will be collected from interviews, semi-structured questionnaires and surveys. The participants will be selected in Nassau using random sampling. The results of this study will be significant in initiating a dialogue between the Bahamian public, stakeholders and the Government on identifying and
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Siegel, Jason F. (UWI, Cave Hill Campus) and Cristiano Furiassi (Univ. of Turin, Italy):
“On a Barbadian dictionary: Lessons from Noah Webster.”
“On a Barbadian dictionary: Lessons from Noah Webster.”
To this day, the only dictionaries of English that exist in the Caribbean are those restricted to terms characteristic of individual nations (e.g. Holm & Shilling-Watt 1982; Cassidy & Le Page 2002; Winer 2009) or of the region as a whole (Allsopp 2003; cf. Furiassi 2014). While dictionaries of regionalisms are an important step in the development of both the trade of lexicography and the valuation of a nation’s language and identity (Allsopp 1984, 2003; Seargeant 2011), they are only the first step on the way to a full monolingual dictionary. This presentation connects the experience of Noah Webster, who first published a dictionary of American English five decades after US independence with the current situation in Barbados. Specifically, it focuses on the many objections to the need for an American dictionary compared (Kendall 2010) with the sentiments found in Barbados. To this end, we present results of a survey of 202 Barbadian UWI students, covering 5% of Barbadian-only students enrolled at UWI-Cave Hill in the first semester (2015-2016). The survey asked respondents inter alia to give their opinion on whether a Barbadian dictionary would be desirable. Responses indicated a wide range of opinions, from dismissive and oppositional to supportive and encouraging. We conclude with a discussion of the lessons learned from the eventual success of Webster’s dictionary and of the obstacles and resources of modern Barbados to assess the possibility and wisdom of a Barbadian dictionary, particularly since as it stands, the nations with “complete” dictionaries (dictionaries whose scope is not limited to certain areas of the lexicon) are those where the population has a white majority or plurality.
Soyer, Samuel. (UWI, Cave Hill, Barbados and Alabama State Univ. Montgomery, Alabama):
“Building a Nation: Barbados at Fifty and Beyond.”
“Building a Nation: Barbados at Fifty and Beyond.”
The Cultural Industries Development Act of 2015 suggests the government of Barbados appreciates the value of humanities in nation-building. In this era of amplified technological access, however, far too little is being actively structured to optimize the creativity of Barbadians and the benefits this can afford the nation.
Despite the distinguished contribution of literary stalwarts including George Lamming and Kamau Brathwaite and a new generation of gifted writer-performers including Adrian Green, a UWI campus territory offers no degree programmes in writing or music though the indigenous forms of Spouge and Tuk and regional forms including Calypso and Reggae have existed for decades and in some cases gained global recognition.
Each year, many individuals and groups enter the National Independence Festival of Creative Arts (NIFCA). Most of their creative products receive no promotion or wide-spread distribution. Yet Barbados is a tourism-based economy and our Caribbean neighbours (the general public, teachers, and students) should be able to share our expressive works (and vice versa).
Where there is no vision, the people perish. Barbados does not have to. By deploying existing inexpensive technologies, embracing the gifted and accomplished among us, and adopting a methodical approach to developing our artists, Barbados can empower its people, enrich the world, and build a legacy.
Despite the distinguished contribution of literary stalwarts including George Lamming and Kamau Brathwaite and a new generation of gifted writer-performers including Adrian Green, a UWI campus territory offers no degree programmes in writing or music though the indigenous forms of Spouge and Tuk and regional forms including Calypso and Reggae have existed for decades and in some cases gained global recognition.
Each year, many individuals and groups enter the National Independence Festival of Creative Arts (NIFCA). Most of their creative products receive no promotion or wide-spread distribution. Yet Barbados is a tourism-based economy and our Caribbean neighbours (the general public, teachers, and students) should be able to share our expressive works (and vice versa).
Where there is no vision, the people perish. Barbados does not have to. By deploying existing inexpensive technologies, embracing the gifted and accomplished among us, and adopting a methodical approach to developing our artists, Barbados can empower its people, enrich the world, and build a legacy.