The Legacy of Anticolonial Discourse in Postcolonial
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Empire, Racial Capitalism and International Law: the Case of Manumitted Haiti and the Recognition Debt
Leiden Journal of International Law (2018), 31, pp. 597–615 C Foundation of the Leiden Journal of International Law 2018 doi:10.1017/S0922156518000225 INTERNATIONAL LEGAL THEORY Empire, Racial Capitalism and International Law: The Case of Manumitted Haiti and the Recognition Debt ∗ LILIANA OBREGON´ Abstract Before 1492, European feudal practices racialized subjects in order to dispossess, enslave and colonize them. Enslavement of different peoples was a centuries old custom authorized by the lawofnationsandfundamentaltotheeconomiesofempire.Manumission,thoughexceptional, helped to sustain slavery because it created an expectation of freedom, despite the fact that the freed received punitive consequences. In the sixteenth century, as European empires searched for cheaper and more abundant sources of labour with which to exploit their colonies, the Atlantic slave trade grew exponentially as slaves became equated with racialized subjects. This article presents the case of Haiti as an example of continued imperial practices sustained by racial capitalism and the law of nations. In 1789, half a million slaves overthrew their French masters from the colony of Saint Domingue. After decades of defeating recolonization efforts and the loss of almost half their population and resources, Haitian leaders believed their declared independence of 1804 was insufficient, so in 1825 they reluctantly accepted recognition by France while being forced to pay an onerous indemnity debt. Though Haiti was manumitted through the promise of a debt payment, at the same time the new state was re-enslaved as France’s commercial colony. The indemnity debt had consequences for Haiti well into the current century, as today Haiti is one of the poorest and most dependent nations in the world. -
Emerging Infectious Diseases
Peer-Reviewed Journal Tracking and Analyzing Disease Trends pages 1993–2186 EDITOR-IN-CHIEF D. Peter Drotman Managing Senior Editor EDITORIAL BOARD Polyxeni Potter, Atlanta, Georgia, USA Dennis Alexander, Addlestone Surrey, United Kingdom Senior Associate Editor Timothy Barrett, Atlanta, GA, USA Brian W.J. Mahy, Bury St. Edmunds, Suffolk, UK Barry J. Beaty, Ft. Collins, Colorado, USA Martin J. Blaser, New York, New York, USA Associate Editors Sharon Bloom, Atlanta, GA, USA Paul Arguin, Atlanta, Georgia, USA Christopher Braden, Atlanta, GA, USA Charles Ben Beard, Ft. Collins, Colorado, USA Mary Brandt, Atlanta, Georgia, USA Ermias Belay, Atlanta, GA, USA Arturo Casadevall, New York, New York, USA David Bell, Atlanta, Georgia, USA Kenneth C. Castro, Atlanta, Georgia, USA Corrie Brown, Athens, Georgia, USA Louisa Chapman, Atlanta, GA, USA Charles H. Calisher, Ft. Collins, Colorado, USA Thomas Cleary, Houston, Texas, USA Michel Drancourt, Marseille, France Vincent Deubel, Shanghai, China Paul V. Effl er, Perth, Australia Ed Eitzen, Washington, DC, USA David Freedman, Birmingham, AL, USA Daniel Feikin, Baltimore, MD, USA Peter Gerner-Smidt, Atlanta, GA, USA Anthony Fiore, Atlanta, Georgia, USA Stephen Hadler, Atlanta, GA, USA Kathleen Gensheimer, Cambridge, MA, USA Nina Marano, Atlanta, Georgia, USA Duane J. Gubler, Singapore Martin I. Meltzer, Atlanta, Georgia, USA Richard L. Guerrant, Charlottesville, Virginia, USA David Morens, Bethesda, Maryland, USA Scott Halstead, Arlington, Virginia, USA J. Glenn Morris, Gainesville, Florida, USA David L. Heymann, London, UK Patrice Nordmann, Paris, France Charles King, Cleveland, Ohio, USA Tanja Popovic, Atlanta, Georgia, USA Keith Klugman, Atlanta, Georgia, USA Didier Raoult, Marseille, France Takeshi Kurata, Tokyo, Japan Pierre Rollin, Atlanta, Georgia, USA S.K. -
Browsing Through Bias: the Library of Congress Classification and Subject Headings for African American Studies and LGBTQIA Studies
Browsing through Bias: The Library of Congress Classification and Subject Headings for African American Studies and LGBTQIA Studies Sara A. Howard and Steven A. Knowlton Abstract The knowledge organization system prepared by the Library of Con- gress (LC) and widely used in academic libraries has some disadvan- tages for researchers in the fields of African American studies and LGBTQIA studies. The interdisciplinary nature of those fields means that browsing in stacks or shelflists organized by LC Classification requires looking in numerous locations. As well, persistent bias in the language used for subject headings, as well as the hierarchy of clas- sification for books in these fields, continues to “other” the peoples and topics that populate these titles. This paper offers tools to help researchers have a holistic view of applicable titles across library shelves and hopes to become part of a larger conversation regarding social responsibility and diversity in the library community.1 Introduction The neat division of knowledge into tidy silos of scholarly disciplines, each with its own section of a knowledge organization system (KOS), has long characterized the efforts of libraries to arrange their collections of books. The KOS most commonly used in American academic libraries is the Li- brary of Congress Classification (LCC). LCC, developed between 1899 and 1903 by James C. M. Hanson and Charles Martel, is based on the work of Charles Ammi Cutter. Cutter devised his “Expansive Classification” to em- body the universe of human knowledge within twenty-seven classes, while Hanson and Martel eventually settled on twenty (Chan 1999, 6–12). Those classes tend to mirror the names of academic departments then prevail- ing in colleges and universities (e.g., Philosophy, History, Medicine, and Agriculture). -
Appropriation in the Francophone Caribbean Region: Challenges and Perspectives Marky Jean-Pierre University of Connecticut - Storrs, Marky.Jean [email protected]
University of Connecticut OpenCommons@UConn Doctoral Dissertations University of Connecticut Graduate School 4-28-2015 Language (Re)Appropriation in the Francophone Caribbean Region: Challenges and Perspectives Marky Jean-Pierre University of Connecticut - Storrs, [email protected] Follow this and additional works at: https://opencommons.uconn.edu/dissertations Recommended Citation Jean-Pierre, Marky, "Language (Re)Appropriation in the Francophone Caribbean Region: Challenges and Perspectives" (2015). Doctoral Dissertations. 777. https://opencommons.uconn.edu/dissertations/777 ABSTRACT Language (Re)Appropriation in the Francophone Caribbean Region: Challenges and Perspectives Marky Jean-Pierre University of Connecticut, 2015 The development of the subject depends on whether the subject re-appropriates his/her creation or remains alienated by it. In Material Culture and Mass Consumption. Daniel Miller describes the challenges and perspectives for the subject to re-appropriate his/her creation and what happens when he or she remains alienated by it. Miller combines the work of Hegel, Marx, Simmel, and Munn in an attempt to frame his theory of culture. The key concept that reverberates throughout Miller’s reflection on Hegel, Marx, Simmel, and Munn is his notion of “objectification;” however, an analysis of his work suggests that perhaps Miller’s greatest achievement is the way he theorizes the process of re-appropriation itself, and its implications for the development of the subject. This study examines linguistic forms and practices as taking shape via what Daniel Miller has described an exercise of reappropriation as part of “a dual process by means of which a subject externalizes itself in a creative act of differentiation, and in turn reappropriates this externalization through an act which Hegel terms sublation” (Miller, 28). -
“I Wait for Me”: Visualizing the Absence of the Haitian Revolution in Cinematic Text by Jude Ulysse a Thesis Submitted in C
“I wait for me”: Visualizing the Absence of the Haitian Revolution in Cinematic Text By Jude Ulysse A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Social Justice Education Ontario Institute for Studies in Education University of Toronto 2017 ABSTRACT “I wait for me” Visualizing the Absence of the Haitian Revolution in Cinematic Text Doctor of Philosophy Department of Social Justice Education Ontario Institute for Studies in Education University of Toronto 2017 In this thesis I explore the memory of the Haitian Revolution in film. I expose the colonialist traditions of selective memory, the ones that determine which histories deserve the attention of professional historians, philosophers, novelists, artists and filmmakers. In addition to their capacity to comfort and entertain, films also serve to inform, shape and influence public consciousness. Central to the thesis, therefore, is an analysis of contemporary filmic representations and denials of Haiti and the Haitian Revolution. I employ a research design that examines the relationship between depictions of Haiti and the country’s colonial experience, as well as the revolution that reshaped that experience. I address two main questions related to the revolution and its connection to the age of modernity. The first concerns an examination of how Haiti has contributed to the production of modernity while the second investigates what it means to remove Haiti from this production of modernity. I aim to unsettle the hegemonic understanding of modernity as the sole creation of the West. The thrust of my argument is that the Haitian Revolution created the space where a re-articulation of the human could be possible. -
Creolizing Contradance in the Caribbean
Peter Manuel 1 / Introduction Contradance and Quadrille Culture in the Caribbean region as linguistically, ethnically, and culturally diverse as the Carib- bean has never lent itself to being epitomized by a single music or dance A genre, be it rumba or reggae. Nevertheless, in the nineteenth century a set of contradance and quadrille variants flourished so extensively throughout the Caribbean Basin that they enjoyed a kind of predominance, as a common cultural medium through which melodies, rhythms, dance figures, and per- formers all circulated, both between islands and between social groups within a given island. Hence, if the latter twentieth century in the region came to be the age of Afro-Caribbean popular music and dance, the nineteenth century can in many respects be characterized as the era of the contradance and qua- drille. Further, the quadrille retains much vigor in the Caribbean, and many aspects of modern Latin popular dance and music can be traced ultimately to the Cuban contradanza and Puerto Rican danza. Caribbean scholars, recognizing the importance of the contradance and quadrille complex, have produced several erudite studies of some of these genres, especially as flourishing in the Spanish Caribbean. However, these have tended to be narrowly focused in scope, and, even taken collectively, they fail to provide the panregional perspective that is so clearly needed even to comprehend a single genre in its broader context. Further, most of these pub- lications are scattered in diverse obscure and ephemeral journals or consist of limited-edition books that are scarcely available in their country of origin, not to mention elsewhere.1 Some of the most outstanding studies of individual genres or regions display what might seem to be a surprising lack of familiar- ity with relevant publications produced elsewhere, due not to any incuriosity on the part of authors but to the poor dissemination of works within (as well as 2 Peter Manuel outside) the Caribbean. -
Distinct Voice: New Foundations in Mercy – Mercy Focus on Haiti
Distinct Voice: New Foundations in Mercy – Mercy Focus on Haiti Dale Jarvis rsm (Americas) The Sisters of Mercy of the Americas envision a just world for people who are poor, sick and uneducated, and we take action to help make it happen. In 2011, Sisters of Mercy from across the United States, Belize, Guyana, Honduras, Panama, Argentina, Peru, Chile, Jamaica, the Philippines, Guatemala and the territory of Guam gathered at our Chapter meeting. The meeting was committed to creating a response to this question. “God of Mercy, Wisdom and Mystery, where do we need to be led now to come to both a deeper response to our Critical Concerns and a radical embrace of our identity?” A simple notice posted on a message board at Chapter invited Sisters to participate in a lunchtime discussion regarding the Chapter challenges as they pertained to Haiti, which in 2010 had suffered a devastating earthquake that killed more than 200,000 Haitians and sunk a suffering nation into even deeper anguish. Sister Dale Jarvis who was at the lunch table said: “It made sense to all those gathered … that Catherine McAuley, the founder of the Sisters of Mercy, would be present in the poorest country in the western hemisphere – Haiti”. Prior conversation and this lunchtime gathering led to action -- the formation of Mercy Focus on Haiti – A New Foundation! This partnership of Sisters, Associates and friends of Mercy committed themselves to do all they could to address the needs of the ultra-poor in Haiti. The MFOH team determined that the most significant impact would come from partnering with a religious community already in Haiti. -
Haitian Historical and Cultural Legacy
Haitian Historical and Cultural Legacy A Journey Through Time A Resource Guide for Teachers HABETAC The Haitian Bilingual/ESL Technical Assistance Center HABETAC The Haitian Bilingual/ESL Technical Assistance Center @ Brooklyn College 2900 Bedford Avenue James Hall, Room 3103J Brooklyn, NY 11210 Copyright © 2005 Teachers and educators, please feel free to make copies as needed to use with your students in class. Please contact HABETAC at 718-951-4668 to obtain copies of this publication. Funded by the New York State Education Department Acknowledgments Haitian Historical and Cultural Legacy: A Journey Through Time is for teachers of grades K through 12. The idea of this book was initiated by the Haitian Bilingual/ESL Technical Assistance Center (HABETAC) at City College under the direction of Myriam C. Augustin, the former director of HABETAC. This is the realization of the following team of committed, knowledgeable, and creative writers, researchers, activity developers, artists, and editors: Marie José Bernard, Resource Specialist, HABETAC at City College, New York, NY Menes Dejoie, School Psychologist, CSD 17, Brooklyn, NY Yves Raymond, Bilingual Coordinator, Erasmus Hall High School for Science and Math, Brooklyn, NY Marie Lily Cerat, Writing Specialist, P.S. 181, CSD 17, Brooklyn, NY Christine Etienne, Bilingual Staff Developer, CSD 17, Brooklyn, NY Amidor Almonord, Bilingual Teacher, P.S. 189, CSD 17, Brooklyn, NY Peter Kondrat, Educational Consultant and Freelance Writer, Brooklyn, NY Alix Ambroise, Jr., Social Studies Teacher, P.S. 138, CSD 17, Brooklyn, NY Professor Jean Y. Plaisir, Assistant Professor, Department of Childhood Education, City College of New York, New York, NY Claudette Laurent, Administrative Assistant, HABETAC at City College, New York, NY Christian Lemoine, Graphic Artist, HLH Panoramic, New York, NY. -
Staging the Nation Through Art Music of the Haitian Diasporaauthor(S): Diana Golden Source: Journal of Haitian Studies , Vol
Staging the Nation through Art Music of the Haitian DiasporaAuthor(s): Diana Golden Source: Journal of Haitian Studies , Vol. 24, No. 2 (Fall 2018), pp. 37-84 Published by: Center for Black Studies Research Stable URL: https://www.jstor.org/stable/10.2307/26600004 JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at https://about.jstor.org/terms Center for Black Studies Research is collaborating with JSTOR to digitize, preserve and extend access to Journal of Haitian Studies This content downloaded from 86.59.13.237 on Thu, 08 Jul 2021 09:55:21 UTC All use subject to https://about.jstor.org/terms The Journal of Haitian Studies, Volume 24 No. 2 © 2018 STAGING THE NATION THROUGH ART MUSIC OF THE HAITIAN DIASPORA Diana Golden Independent scholar and musician “Nation is narration. The stories we tell each other about our national belonging and being constitute the nation.” —Stefan Berger, Narrating the Nation In music they imagine as representing the nation, composers reflect priorities of the present by choosing which elements to include or discard in their compositions. These musical choices collectively reflect a particular narrative about a national musical history. Philip Bohlman writes that music acquires meaning because it responds “to a historical awareness of a shared history . -
Nahuatl Theater 2.Pdf
Book Reviews American Indians, the Irish, and Government Schooling: A Comparative Study. By Michael C. Coleman. (Lincoln: University of Nebraska Press, 2007. xii + 367 pp., acknowledgements, introduction, illustrations, notes, index. $49.95 cloth.) Jon Reyhner, Northern Arizona University Coleman writes that comparative studies like his can help move Americans away from their sense of exceptionalism. He says his goal was to “com- pare, on the one hand, the assimilationist policies and practices of American and Irish government educators from about the 1820s and, on the other hand, the responses of Indian and Irish peoples to these campaigns” (5–6; original emphasis). In 1824 the U.S. government established an O!ce of Indian A"airs, which in 1947 became the Bureau of Indian A"airs and still exists today, to deal with its Indian population and promote their “civilization.” In 1831 the British parliament established an elementary school system for all Irish children under the supervision of the Commissioners of National Educa- tion in Ireland, which ceased to function only after Irish independence in 1923. The goal of both organizations was to assimilate their indigenous populations into their country’s dominant culture. In the United States, the government relied heavily on funding missionary e"orts to achieve this goal, until the end of the nineteenth century. However, because Catholic Indian schools were more successful in getting funding and expanding their services, Protestants pushed for the government to run Indian schools directly, which it increasingly did. Ethnohistory 55:2 (Spring 2008) Copyright 2008 by American Society for Ethnohistory 336 Book Reviews Coleman found many similarities, as well as di"erences, between the Irish and American Indian experiences with colonial education. -
I'empereur De Russie
Irtt;.:;44:... -·- .......·~-"""'1.""' • .,..,.,.'''~''.' .....,......, •.~. -""" .~ ,. II! ,LOUIS E. ELIE ED. Ef'TE~ Am . · p l\lNC~, 11 J><)RT -:.. A!U Le President. Boyer et I I I'Empereur de Russie -. ,I Alexandre Ier.: , .~!I' • '."! (Une Mission dip~omatique -. a Saint-Petersbourg en 1821.) Imprimerie du College Vertieres . Port·au.Prince, Haiti• .-Prix: G. 2.50 L.,.../- -- • ..~~~ ., , (}4~1L-- 'I LOUIS E. ELIE . e President Boyer et • I .I'Empereur de Russie I Alexandre Ier. (Une Mission diplomatique a Saint-Petersbourg en 1821.) Imprimerie du College Vertierel Port.au.Prince, HaitL Prix: G. 2.50 ---- _ ~ _________________ ,_v-- --- - ---- --------~I , I .1. Port-au-Prince: le 30 Mars 191,2 Son Excellence Monsieur Elie LESCOT, President d' Haiti. Palais National. Monsieur le President, Les documents ined1.ts ou devenus tres rares qui constituent le fond de cette etude serviront peut-etre, unjour, a l' examen de divers problemes, . Et parce que vous avez l'esprit politique tres lucide et tres clair, tout me jait esperer que ce petit ouvrage peut aider a prectser l' etat actuel et l' avenir probable de certaines qU6S tions economiques. Je vous l' oUre avec plaisir, Monpieur le President ; acceptez en la dedicace comme un hommage avos qualites de decision et de virilite. .. < J'ai l'espoir qu'il neBera pas trop indigne d'un si grand , parrain. Veuillez agreer, Monsienr le President, l'expressio n de ma respectueuse gratitude. ! Louis E. ELIE, ':~\ ,"" 01 I' 1 ~. iV? I,~~~~. _~ _____ ~~.--.-- I I I I I I I I , I " I I . I , I I I I " ---- -~---, I. I I La Revolte des Esclaves I Apres l'as'Jassinat de Vincent Oge. -
Haitians: a People on the Move. Haitian Cultural Heritage Resource Guide
DOCUMENT RESUME ED 416 263 UD 032 123 AUTHOR Bernard, Marie Jose; Damas, Christine; Dejoie, Menes; Duval, Joubert; Duval, Micheline; Fouche, Marie; Marcellus, Marie Jose; Paul, Cauvin TITLE Haitians: A People on the Move. Haitian Cultural Heritage Resource Guide. INSTITUTION New York City Board of Education, Brooklyn, NY. Office of Bilingual Education. ISBN ISBN-1-55839-416-8 PUB DATE 1996-00-00 NOTE 176p. AVAILABLE FROM Office of Instructional Publications, 131 Livingston Street, Brooklyn, NY 11201. PUB TYPE Books (010) Guides Classroom Teacher (052) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS *Cultural Awareness; Cultural Background; Diversity (Student); Ethnic Groups; Foreign Countries; Haitian Creole; *Haitians; History; *Immigrants; Inservice Teacher Education; *Multicultural Education; Resource Materials; Teaching Guides; Teaching Methods; Urban Schools; *Urban Youth IDENTIFIERS Haiti; New York City Board of Education ABSTRACT This cultural heritage resource guide has been prepared as a tool for teachers to help them understand the cultural heritage of their Haitian students, their families, and their communities in order to serve them better. Although Haiti became an independent country in 1804, the struggle of its people for justice and freedom has never ended. Many Haitians have left Haiti for political, social, and economic reasons, and many have come to the larger cities of the United States, particularly New York City. This guide contains the following sections: (1) "Introduction"; (2) "Haiti at a Glance"; (3) "In Search of a Better Life";(4) "Haitian History"; (5) "Haitian Culture"; (6) "Images of Haiti"; and (7)"Bibliography," a 23-item list of works for further reading. (SLD) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document.