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A Pioneer in Caribbean History: Franklin Knight Reflects on Cuba
Lillian: Let's start with you telling a little about yourself. Franklin: I was born in 1942 in Jamaica. I went to elementary school, of course, and took the mandatory “Eleven-Plus” general examination in 1953. I then left elementary school and for a year attended a small private high school with my two older brothers. The school system was a little different from the United States. I know that well, because when I came here and told a group of Wisconsin school kids that I had spent six years in high school, they said, “You must have been very dumb.” To which I replied that “that was not the opinion of my teachers.” I didn't realize then that in the United States students spend four years in high school. In Jamaica we spend six, combining middle and high school years. You get in at age 12 or 13 and graduate at 18 or 19.
Journal Article
The Impact of the Congress of Vienna on Caribbean Politics and Society
For the hundreds of international delegates gathered at Vienna two hundred years ago, the focus of attention was, understandably, (as we have heard so many times,) the reconstitution of the European political frontiers severely altered during the French Revolutionary military campaigns between 1794 and 1814. The Napoleonic changes affected far more than just geographical boundaries and nominal administrations. There was also a major change in general mentality and political discourse, reflected in the comments of the English-Jamaican planter Bryan Edwards to his colleagues in the British Parliament in 1798: The times in which we live will constitute an awful period in the history of the world; for a spirit of subversion has gone forth, which sets at nought the wisdom of our ancestors and the lessons of experience . Edwards was obviously bemoaning threats to his comfortable way of life, but his lament would become relevant for all societies from that time
Journal Article
A P ioneer in C aribbean H istory : Franklin Knight Reflects on Cuba
Lillian: Let's start with you telling a little about yourself. Franklin: I was born in 1942 in Jamaica. I went to elementary school, of course, and took the mandatory “Eleven-Plus” general examination in 1953. I then left elementary school and for a year attended a small private high school with my two older brothers. The school system was a little different from the United States. I know that well, because when I came here and told a group of Wisconsin school kids that I had spent six years in high school, they said, “You must have been very dumb.” To which I replied that “that was not the opinion of my teachers.” I didn't realize then that in the United States students spend four years in high school. In Jamaica we spend six, combining middle and high school years. You get in at age 12 or 13 and graduate at 18 or 19.
Journal Article
Black British Migrants in Cuba: Race, Labor, and Empire in the Twentieth-Century Caribbean, 1898–1948
Over those four centuries, cane sugar manufacturers gradually arrived at what they considered to be the optimal productive unit: a relatively small mill and boiler-house surrounded by approximately 300 acres of sugar cane, operating with a coerced, usually imported labour force of some 100 manual workers. By introducing steam-driven railroads, more efficient extraction mills, improved varieties of sugar cane, and centrifuges that facilitated crystallization, the Cubans eventually separated the agricultural process of growing sugar cane and the industrial process of manufacturing sugar, thereby boosting both productivity and production enormously. Yet, as the author of this highly significant study persuasively demonstrates, the one area that stubbornly resisted modernization and improved efficiency was the actual cutting of the sugar cane in the fields. [...]many workers seemed to have managed to collect their wages (or some value for their labour), to improve their working conditions somehow and on returning to their local islands convey the impression of financial success.
Journal Article
Contemporary Caribbean cultures and societies in a global context
The Caribbean ranks among the earliest and most completely globalized regions in the world. From the first moment Europeans set foot on the islands to the present, products, people, and ideas have made their way back and forth between the region and other parts of the globe with unequal but inexorable force. An inventory of some of these unprecedented multidirectional exchanges, this volume provides a measure of, as well as a model for, new scholarship on globalization in the region.Ten essays by leading scholars in the field of Caribbean studies identify and illuminate important social and cultural aspects of the region as it seeks to maintain its own identity against the unrelenting pressures of globalization. These essays examine cultural phenomena in their creolized forms--from sports and religion to music and drink--as well as the Caribbean manifestations of more universal trends--from racial inequality and feminist activism to indebtedness and economic uncertainty. Throughout, the volume points to the contending forces of homogeneity and differentiation that define globalization and highlights the growing agency of the Caribbean peoples in the modern world.Contributors:Antonio Benitez-Rojo (1931-2004)Alex Dupuy, Wesleyan UniversityJuan Flores, City University of New York Graduate CenterJorge L. Giovannetti, University of Puerto RicoAline Helg, University of GenevaFranklin W. Knight, The Johns Hopkins UniversityAnthony P. Maingot, Florida International UniversityTeresita Martinez-Vergne, Macalester CollegeHelen McBain, Economic Commission for Latin America & the Caribbean, TrinidadFrances Negron-Muntaner, Columbia UniversityValentina Peguero, University of Wisconsin-Stevens PointRaquel Romberg, Temple University.
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