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The Social and Historical Construction of Black Bermudian Identities: Implications for Education

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The Social and Historical Construction of Black Bermudian Identities: Implications for Education The Social and Historical Construction of Black Bermudian Identities: Implications for Education By Donna May Outerbridge A thesis submitted in conformity with the requirements for the doctoral degree Graduate Department of Humanities, Social Science and Social Justice Education Ontario Institute for Studies in Education University of Toronto © Copyright by Donna May Outerbridge (September 2013) Donna May Outerbridge The Social and Historical Construction of Black Bermudian Identities: Implications for Education Doctor of Philosophy Department of Humanities, Social Science and Social Justice Education University of Toronto (2013) Abstract This dissertation looks at the historical and social construction of Black Bermudian identities, and how identities have been shaped in contemporary Bermuda by its education system. I grapple with, and attempt to make sense of the complexities, messiness, ambiguity, disappointments, and painful reality of Black Bermudians’ identity and cultural dynamics. It is necessary to have a total understanding of identity and its connections not only to enslavement and colonization but also the rest of the Caribbean and Africa. The present understanding creates an amputated sense of self. Through the use of three concepts: Afrocentricity, Anti-colonialism and creolization, this dissertation seeks to reunify Bermuda with the rest of the Caribbean and Africa by moving Bermuda from the peripheral of international discourses to the larger and broader discussions on African-diasporic identity. It is through the synthesis of these theories that Black Bermudian identities and how Black Bermudians self-identify are understood through their various forms of resistance to dominant narratives. The dissertation also proposes a re- examination of the role of schooling and education—through teaching curriculum, texts and pedagogical practices—in producing a particular narrative of Black identity and the implications of such knowledge in constructing Blackness in Bermuda. The dissertation note that dominant forms of knowledge and epistemological orientation can shape the way Black Bermudians tend ii to understand themselves in relations to their history, culture, values, worldviews, and identity. Consequently, a fragmented self or what Frantz Fanon refers to as "amputation" is produced within Bermudian classrooms. The dissertation concluded with four key steps that are essential for Black Bermudians to re-engage through counter-hegemonic knowledge that is rooted in Anti- colonial, Creolization, and Afrocentric discourses and theories. iii Acknowledgements First and foremost, I would like to give thanks to God, I truly believe and attest that through Him all things are possible. I give acknowledgment and thanks to my late maternal grandmother Rita Burgess for instilling the importance of having God as my foundation. If it was not for Him I would not have survived the many challenges of life that have brought me here to the completion of my dissertation. This academic journey was not just about my accomplishments, it is about the process along the way, it is about humility, purpose, commitment and responsibility not only to myself, my son, but the many people that I have and will encounter on many levels throughout my life. I would like to thank my supervisor and committee members. My supervisor, Dr. Rinaldo Walcott, I thank you for your support, understanding, guidance and nurturing my inner ability to push beyond my perceived limitations. Thank you for being there for me in my most difficult times. I will carry this gesture with me everywhere I go. To you, Dr. George Dei, I thank you for your support, understanding, encouragement and feedback, it was immeasurable. And, to Dr. Peter Sawchuk I thank you for your support, encouragement and providing feedback. I would like to also acknowledge my family, friends, peers and colleagues who were all instrumental in variants ways of supporting my academic endeavor. I would first like to thank and acknowledge those who are no longer here who have been a part of this life changing journey. I want to give thanks to the late Honorable Nelson B. A. Bascome, JP, MP, Minster of Health for his support and providing me with the various literature on Bermuda especially those that were no longer in print. Above all, I am most thankful for his friendship and his constant reminder that this is my defining moment, my time to determine my destiny. I am also thankful to Honorable Nelson Bascome for introducing me to Dr. Llewellyn (Lew)Simmons who has iv continued on from him. Dr. Llewellyn (Lew) Simmons thank you for continuing the mentoring and extending the consultation. I cannot thank you enough for your support on so many levels. You have provided various literature current and past on Bermuda. You have been a listening ear when this academic journey seem insurmountable; and reminded me that I am more than of capable of succeeding at the doctoral level. And, that my research is an important contribution to Bermuda. I give homage to the late Ashfield De Vent Sr. (Papa) he was a constant support to both me and my son (his grandson). I am most thankful and blessed to have had him in my life. I am especially thankful that I was able to spend time with him before he departed, our last conversations were most enriching. He encouraged me to value life in all of its intricacies. I am also thankful for the privilege and blessing of knowing the late Genither Dujon whose friendship was invaluable. She was insightful, loving and a prayer warrior who enriched my life tremendously. She was the first person to extend loving kindness when we both commenced our undergraduate studies at York University. She will be dearly missed in academia and in my life. Dr. Paul Adjei, I cannot thank you enough for your immeasurable support, assistance and commitment to seeing me through to the complete of my dissertation. Your words of encouragement are food to my soul, in particular the following words: "Always listen to your heart. Believe in yourself and whenever you have self doubt, remember what brought you here. You are not an afterthought or a footnote of the academy. You are the main text of the academy, for you do not only have what it takes to be here, but also have proven that you belong here". To you Paul, I give an ennobling thanks. v To Dr. Clarence Maxwell, fellow Berkeleyite and friend. I also give an ennobling thanks. You have been my rock, my confidant, my listening ear, my voice of reasoning who constantly reminded me of our high school motto: respice finem (Keep the end in view).To my mother, Florence Outerbridge whose life has been a motivating force and the impetus behind my drive to succeed, I thank you. To my siblings thank you for all of your love and encouragements. Thank you, Kent Henry for encouraging me to take the first step in pursuing my education, and to trust that the rest will work its way out. Thank you Jeanann Stovell, Pastor Terrance Stovell, Philip Perinchief, Kenneth Dill, Robin and Dorian Tucker, Cherie and Cyril Whitter, Lisa Reid, Patrice Burgess, Dwight Furbert, Chandler Jones, Karen Burchall, Lucy Lowe, Belvina Burt, Arthur Douglas, Preston Swan, Richard Smith, David Foley, Corin Smith, Gerald Bean, Latasha Spence, Edison Jones, Jacquelyn Basden, Calvin Cumberbatch, Michelle Wainwright, Conrad Lister, Letia Outerbridge, Brain Godwin, William Harvey, Alvin Williams, Paula Green, Margaret Brennan, Lise Watson, Ruth Rogers, Kristine Pearson, Tiffany Lethabo King, Marlon Simmons, Patsy Sutherland, Nadia Richards, Franciso Villegas, Paloma Villegas, Nadesha Gayle, Aman Sium, Caroline Shenaz Hossein-Sen, Eric Ritskes, Ron Green, Dwayne Locke, Dr. Helen Pearman Ziral, Dr. Lois Burgess and Dr. Sharon Apopa for your support, encouragement and prayers throughout my academic journey; and to my entire family and Bermudian clan who are far too numerous to mention, my thanks are to all of you as well. To Samuel (Chris) Hall my close and dearest cousin I thank you for your love, support and always making me laugh when I needed it the most. You are my inspiration and have shown me what it truly means to survives life's many challenges with a smile and laughter no matter how difficult it may be. vi Last but not least, to my son Gabriel De Vent who I love with all my heart, my biggest inspiration, joy and accomplishment. I thank you for your love, support, understanding and the many words of encouragement. Especially when you have reminded me that "its not where I started but where I end up". Thank you for understanding the importance of this academic journey, being my biggest cheerleader and for the many hugs. vii Table of Contents Abstract .......................................................................................................................................... ii Acknowledgements ...................................................................................................................... iv Chapter One: Introduction .......................................................................................................... 1 Personal Location ........................................................................................................................ 5 Historical Context ....................................................................................................................... 9 Assessment of Black Identity Formation in Bermuda .............................................................. 11 Significance of Study ...............................................................................................................
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