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The Dominican Republic
INTRODUCTION: The Dominican Republic (D.R), part of the Hispaniola island alongside the nation of Haiti, is the second largest island of the Greater Antilles; it’s total area, including adjacent islands, is 48,670 km ². The coastline extends some 1,668 km. and has an exclusive economic zone covering 238,000 km ². The littoral zone is defined as a public asset, and includes a strip of 60 meters from high tide. In the D.R. there is a close relationship between the socio-economic aspect and the coastal marine area. Historically, coastal areas have been the primary focus of urban development and tourism. These areas are the most populous and economically productive of the country; 70% of Dominican cities with over 10,000 inhabitants, and 75% of industries are located in coastal marine areas. Out of the 31 provinces, including the National District, 17 have coasts. Since the mid-60's D.R. has focused the economic and social development towards the use of their coasts for the development of the tourism industry, which is the most important economic activity of the country. Clearly, the future of D.R depends on the conservation and rational management of natural resources in these areas. The Dominican coasts are characterized by the high biodiversity that is offered by the different coastal marine ecosystems. These diverse ecosystems generate goods, and services that upkeep the socio-economic activities of the respective coastal communities, and therefore it is essential that they are carefully managed. The National System of Protected Areas (SINAP) is governed by the Protected Areas Sector Act of 2004 (law 202-04). -
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. -
Culture Haiti
\. / '• ,-') HHHaitiHaaaiiitttiii # l~- ~~- J;,4' ). ~ History ' • The native Taino Amerindians inhabited the island of Hispaniola when discovered by Columbus in 1492 and were virtually annihilated by Spanish settlers within 25 years. • In the early 17th century, the French established a presence on Hispaniola, and in 1697, Spain ceded the western third of the island to the French which later became Haiti. • The French colony, based on forestry and sugar-related industries, became one of the wealthiest in the Caribbean, but only through the heavy importation of African slaves and considerable environmental degradation. • In the late 18th century, Haiti's nearly half million slaves revolted under Toussaint L'Ouverture. After a prolonged struggle, Haiti became the first black republic to declare its independence in 1804. The poorest country in the Western Hemisphere, Haiti has been plagued by political violence for most of its history. • After an armed rebellion led to the departure of President Jean-Bertrand Aristide in February 2004, an interim government took office to organize new elections under the auspices of the United Nations Stabilization Mission in Haiti (MINUSTAH). Continued violence and technical delays prompted repeated postponements, • Haiti inaugurated a democratically elected president and parliament in May of 2006. • Immigration: Immigrants to the US encounter the problems and difficulties common to many new arrivals, compounded by the fact that the Haitians are "triple minorities": they are foreigners, they speak Haitian Creole that no one else does, and they are black. • Results from Census 2000 show 419,317 foreign-born from Haiti live in the U.S., representing 1.3 percent of the total foreign-born population of 31.1 million and 0.1 percent of the total population of 281.4 million. -
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). -
Haitian Revolution
The Haitian Revolution The Haitian Revolution was a social and political upheaval in the French colony of Saint-Domingue (which shared the island of Hispaniola with the Spanish colony of Santo Domingo) during the period from 1791 to 1804. In 1791, slaves and gens de couleur libres (“free people of color”) rebelled against French rule, and in 1804 declared their country’s independence under the original Arawak name of Haiti. The Haitian Revolution was, along with the American Revolution, one of the most significant and dramatic challenges to European colonialism in the New World, and historians widely regard it as a milestone in the history of Africans in the Americas. The Haitian Revolution is, in fact, the only successful large-scale slave insurrection in history, and it is often seen as initiating the decline of the slave trade. Causes of the Haitian Revolution The colonial economy was export driven, dominated by agriculture and trade. Saint- Domingue, with its tropical climate, was developed as a coffee- and sugar-producing colony, and sustained many large and profitable plantations. By the second half of the 18th century, sugar and coffee were two of the world’s most traded commodities, and Saint-Domingue produced over 60 percent of the world’s coffee and 40 percent of the world’s sugar. This made Saint-Domingue France’s most profitable plantation colony. To meet the growing needs of this plantation system, Saint-Domingue’s colonists continuously expanded the number of slaves. Thus, the colonial economy fueled the social imbalance that led to the revolution. Colonial society, a racist society, was at fault, in part through its own rigidity. -
“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. -
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. -
The Last Stronghold of Malaria in the Caribbean
© David Snyder/CDC Foundation Hispaniola, which includes Haiti and the Dominican Republic, is the only island in the Caribbean where malaria is still endemic. Malaria Zero is an alliance of partners who have united to eliminate malaria from Hispaniola by 2020, creating a malaria-free zone across the Caribbean in just a few years’ time. MALARIA: DEADLY, YET DEFEATABLE Malaria is a life-threatening Almost half of the world’s Malaria is preventable disease caused by a parasite population is at risk. In 2013, and treatable. Malaria that is transmitted to people there were approximately prevention and control through the bites 200 million cases measures have reduced of infected mosquitoes. and 600,000 deaths mortality rates by nearly worldwide from malaria. 50% worldwide since 2000. HISPANIOLA: THE LAST STRONGHOLD OF MALARIA IN THE CARIBBEAN With the right resources, Haiti 17,500 malaria can be eliminated on Hispaniola. The Dominican Republic Malaria on Hispaniola is still sensitive to chloroquine, an anti-malarial medicine that is safe and inexpensive. Eliminating malaria now will be There were approximately 17,000 substantially less expensive than in the future. confirmed cases of malaria in Haiti in 2014. The disease has The mosquito that transmits malaria on Hispaniola an especially negative impact does not transmit it as easily as some other on the country’s already fragile mosquito species, and remains susceptible economy, exacerbating poverty to almost all insecticides. and decreasing productivity. In the Dominican Republic, there The governments of Haiti and the Dominican Republic were approximately 500 cases have demonstrated strong political will to end malaria of malaria in 2014. -
List of Publications
Dr. Jean-François Mouhot (October 2012) : Publications, Conferences & Awards Contents I. Single-authored books : ........................................................................................................ 2 II. Co-authored books: ............................................................................................................. 2 III. Edited book: ....................................................................................................................... 2 IV. Edited special issues of journal: ....................................................................................... 2 V. Articles published in refereed journals or chapters in refereed academic books: ........ 2 VI. Edition of documents in peer-reviewed journals ............................................................ 3 VII. Reviews .............................................................................................................................. 3 VIII. Electronic publications:.................................................................................................. 3 IX. Conference contributions: ................................................................................................. 4 X. Organisation of conferences / workshops / seminar series: ............................................. 6 XI. Publications in newspapers and magazines ..................................................................... 6 XII: Radio Interviews: ............................................................................................................