New Issue—Sargasso: “Transforming Pedagogy”

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The editors of the Caribbean Studies journal Sargasso announce the publication of a new volume, Transforming Pedagogy: Practice, Policy, and Resistance (2018-19, I & II). Edited by Katherine Miranda, this double issue examines some of the challenges that education systems across the Caribbean region grapple with on a daily basis. It centers examples of successful pedagogical interventions that can ignite broad transformational education reform within the region, detailing specific triumphs and projects at the level of the classroom, public policy, and country.

The volume opens with a testimony in which Maritza Pérez Otero explains how her (mis)educational experiences as a student have shaped her pedagogical approaches as a teacher. It is followed by a narrative in which Rosanna Cerezo describes her work with an afterschool program for an elementary school located in a public housing complex in San Juan, PR.

Next comes an essay in which Catherine Marsh Kennerly addresses how her students explored connections between the structural inequities that can be observed in in texts by Puerto Rican feminist writers and their own trying material realities in the wake of Hurricane María. Similarly, Laëtitia Saint-Loubert describes the study of Caribbean literature as a platform for exploring experiences of colonization in the Indian Ocean.

Carmen M. Martínez-Roldán’s essay considers how Hurricane María impacted teaching and learning in Puerto Rico, examining responses of an elementary school community. An essay by Katherine Miranda discusses how the non-profit Instituto Nueva Escuela has mobilized Montessori pedagogy for radical, community-based school transformation. Charlene Wilkinson’s contribution, a personal testimony, illustrates how ideological paradigms in Guyana privilege Standard English and diminish Guyanese Creole as well as the contributions that African and Amerindian populations have made to the nation.

In the final essay, “Kreyòl, pedagogía y tecnología para brindar educación de calidad en Haití,” Michel DeGraff and Glenda S. Stump discuss work that has made STEM instruction available to Haitian students in their native language. Arguing that the French-language instruction of Haiti’s education system is miseducation in its broadest sense, they describe the work of the MIT-Haiti Initiative, which supports collaboration among Haitian educators, government agencies, NGOs, and other partners to create and disseminate educational resources for classroom use. Marcela Otero Costa translated this article, which originally appeared in English in the journal Language.

The volume also includes a fascinating photo-essay in which BEMBA PR explores the use of public art to provoke political consciousness and encourage people to exercise their agency.

To purchase a hard copy of this volume, visit the journal’s website, where you can also view the table of contents. For a free electronic copy, please write to sargassojournal@gmail.com or visit Florida International University’s Digital Library of the Caribbean.

Sargasso, which is based in the College of Humanities at the University of Puerto Rico’s Río Piedras Campus, is a Caribbean Studies journal that publishes work on the literature, language, and culture of the Caribbean.

 

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