Dissertations / Theses on the topic 'Barbadians'

This study investigates the use of volunteered geographic information to visualize environmental changes in Barbados. The aim of this research is to identify the extent to which participation in the Geoweb allows Bajans to communicate their concerns and observations regarding environmental change. This is addressed through three research questions: (1) Can Bajans successfully manipulate the Geoweb to report environmental changes?, (2) How are Bajans currently using computers and the Internet?, and (3) How are Bajans sharing their environmental change concerns? These questions were answered using qualitative research methods: participant observation, semi-structured interviews, group interviews and participatory mapping sessions. Drawbacks to using the Geoweb that were identified include access to technology and language. Much like traditional forms of Geographic Information Systems (GIS), participation is limited by access to hardware and technical expertise, while differences in dialect can hinder the search for local place names and relevant content. The benefits of the Geoweb include the ability to host information for a wide Internet audience. Free software to generate maps and satellite imagery available on the Geoweb can stimulate discussion about local environmental change and provides a place to document this local knowledge. It is hoped that this study can guide other Small Island Developing States (SIDS) and small communities towards an innovative use of geospatial technology.
Cette étude examine l'utilisation des informations géographiques offertes volontairement pour visualiser les changements environnementaux de la Barbade. L'objectif de cette recherche est de déterminer la mesure dans laquelle la participation au Géoweb permet aux Barbadiens de communiquer leurs préoccupations et leurs observations concernant les changements environnementaux.Cette problématique est abordée à travers trois questions de recherche: (1) Les Barbadiens peuvent-ils utiliser le Géoweb avec succès afin de signaler les changements environnementaux?, (2) Comment les Barbadiens utilisent-ils actuellement les ordinateurs et Internet, et (3) De quelle manière les Barbadiens partagent-ils leurs préoccupations liées aux changements environnementaux? Ces questions ont été traitées en utilisant des méthodes de recherche qualitative: observation participante, entretiens semi-structurés, entrevues de groupe et séances de cartographie participative. Les inconvénients à l'utilisation du Géoweb qui ont été identifiés comprennent l'accès à la technologie et à la langue. Tout comme les formes traditionnelles de Systèmes d'information géographique (SIG), la participation est limitée par l'accès aux ordinateurs et à l'expertise technique, tandis que les différences entre les dialectes peuvent poser des obstacles à la recherche des noms de lieux locaux. Les avantages du Géoweb incluent la capacité de rejoindre un grand auditoire par l'entremise du Web. Les logiciels offerts gratuitement pour produire des cartes, ainsi que les images satellites disponibles sur le Géoweb, peuvent stimuler un débat sur les changements environnementaux locaux et fournissent un endroit pour sauvegarder ces connaissances locales. Il est à espérer que cette étude puisse guider d'autres Petits États Insulaires en Développement (PEID) et petites communautés vers une utilisation novatrice de la technologie géospatiale.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Cette thèse cherche initialement à reconstituer et présenter une école au début du XX siècle à Porto Velho, au départ des mémoires des récits de professeurs noirs descendants des travailleurs barbadiens qui sont venus travailler dans la construction de la « Estrada de Ferro Madeira-Mamoré – E.F.M.M. », et qui étaient des étudiants à l‟école appelée « dos categas » logée dans des espaces différents de la colline « Alto do Bode » et qui présentait un modèle d‟éducation n‟est pas envisagé, car la ville n‟avait pas des écoles. L‟objectif de cette étude est de présenter, au-delà de l‟école, les mémoires de trois professeurs, les sujets de la recherche, du fonctionnement et des aspects pédagogiques qui soutenaient la pratique de l‟école, ainsi comme l‟aspect mobile, puisque l‟école ne fonctionne pas dans un endroit fixe. Analyser les mémoires en tant que substance sociale du processus historique expérimenté et comme le gardien de l‟individuel et du collectif par rapport à d‟autres aspects comme le langage, l‟identité, l‟affection, la religion, les valeurs et les visions du monde est aussi notre but. Le texte de la thèse est divisé en quatre sections dont la première traite de l‟occupation et exploitation des espaces amazoniques jusqu‟au début de la E.F.M.M.; la seconde présente les Barbadiens, l‟espace dans lequel ils vivaient, l‟école qu‟ils ont construit et comment ils pensaient et ils faisaient l‟éducation; la troisième se constitue de la présentation et l‟analyse des mémoires de l‟école et d‟autres catégories ; la quatrième montre comment c‟est donné la tentative d‟effacer la colline « Alto do Bode » et la tentative de rendre invisible par le gouvernement les marques sociales laissées par les Barbadiens. De cette façon la thèse montre l‟histoire de l‟éducation... (Résumé complet accès électronique ci - dessous)
A presente tese trata inicialmente da tentativa de reconstituição e apresentação de uma escola no início do século XX, em Porto Velho, a partir das memórias contidas nas narrativas/depoimentos das professoras negras, descendentes de trabalhadores barbadianos que chegaram para trabalhar na construção da Estrada de Ferro Madeira-Mamoré – E.F.M.M, e que foram alunas da chamada escola dos categas, abrigada nos vários espaços do morro do Alto do Bode e que apresentava um modelo de educação não contemplado, pois a cidade não tinha escolas. O objetivo do estudo é apresentar, além da escola, as memórias de três professoras, sujeitos da pesquisa, sobre o funcionamento e os aspectos pedagógicos que fundamentavam a prática escolar, bem como o aspecto móvel, posto que a escola não funcionasse em um lugar fixo. Analisar as memórias como substância social do processo histórico vivenciado e como guardiã do individual e do coletivo em relação a outros aspectos como: linguagem, identidade, afetividade, religião, valores, concepções de mundo se fez também nosso objetivo. A tese divide-se em quatro seções: a primeira trata da ocupação e exploração dos espaços amazônicos até o início da E.F.M.M.; a segunda apresenta os barbadianos, o espaço em que viviam, a escola que construíram e a forma como pensavam e faziam educação; a terceira constitui-se na apresentação e análise das memórias sobre a escola e outras categorias; a quarta mostra como se deu a tentativa de apagamento do morro do Alto do Bode e a tentativa de invisibilizar, pelo governo, as marcas sociais deixadas pelos barbadianos. Dessa forma, a tese traz à tona a história da educação dos barbadianos vindos para a construção da E.F.M.M., e a complexidade de construir e viver o social amazônico
The present thesis initially deals with the attempt of reconstitution and presentation of a school at the beginning of the XXth. century in Porto Velho, based on the memories contained in the narratives/depositions of the negro teachers descending from Barbadian workers who came for the construction of the E.F.M.M Madeira-Mamoré railroad. These teachers were pupils of the so called categas‟ school, sheltered in some spaces of the Alto do Bode (Goat Hill) which presented a model of education not contemplated, once the city did not have schools. The objective of the study is to present, beyond the school, the memories of three teachers on the pedagogical functioning and aspects that based the school practice, as well as the mobility aspect, given that the school was not located in a fixed place. To analyze the memories as social substance of the lived historical process and as an individual and collective guardian relating to other aspects such as: language, identity, affectivity, religion, values, world conceptions also made up our objective. The text is divided in four sections: the first one deals with the occupation and exploration of the Amazonian spaces until the beginning of E.F.M.M.; the second section presents the Barbadians, the space where they lived, the school they built and the way they thought and made education; the third one consists of the presentation and analysis of the memories around the school and other categories; the fourth shows how the attempt to erase the Alto do Bode and the attempt of the government to make it invisible, the social marks left by the Barbadians. This way the thisis bring to light the barbadian education history who came with the E.F.M.M railroad builand the complexity of the amazonic social building and living

This study is an exploration of the educational experiences of women from the Caribbean island of Barbados who traveled to the USA to pursue higher education. An autoethnography research methodology was used in order to capture each woman’s educational experiences. Autoethnography also supported the inclusion of the researcher’s voice and interpretations as a Barbadian woman fitting the criteria for participation. These educational journeys represented the field and cultural world under study. Through analysis, themes emerged from each woman's description of Influential Others; Protagonist Self; and Educational Settings within her storied journey. Storied experiences in relation to race, ethnicity, and being women and the role American Higher Education had in each woman's life were also analyzed. The emergent themes supported the existence of a web of interacting narratives spun first in Barbados and extending to American Higher Education. Through the educational settings each woman interacted with, this web of narratives linked her educational journey to the narratives of the people who went before her; beside her; and after her. This web of narratives also supports each woman’s storied understanding of self, others, and settings within that journey.
Access to thesis permanently restricted to Ball State community only
Department of Educational Studies

Orientador: Ricardo Ribeiro
Banca: Lucia Helena Oliveira Silva
Banca: Marisa Martins Gama Khalil
Banca: Sebastião de Souza Lemes
Banca: Sueli Aparecida Itman Monteiro
Resumo: A presente tese trata inicialmente da tentativa de reconstituição e apresentação de uma escola no início do século XX, em Porto Velho, a partir das memórias contidas nas narrativas/depoimentos das professoras negras, descendentes de trabalhadores barbadianos que chegaram para trabalhar na construção da Estrada de Ferro Madeira-Mamoré - E.F.M.M, e que foram alunas da chamada escola dos categas, abrigada nos vários espaços do morro do Alto do Bode e que apresentava um modelo de educação não contemplado, pois a cidade não tinha escolas. O objetivo do estudo é apresentar, além da escola, as memórias de três professoras, sujeitos da pesquisa, sobre o funcionamento e os aspectos pedagógicos que fundamentavam a prática escolar, bem como o aspecto móvel, posto que a escola não funcionasse em um lugar fixo. Analisar as memórias como substância social do processo histórico vivenciado e como guardiã do individual e do coletivo em relação a outros aspectos como: linguagem, identidade, afetividade, religião, valores, concepções de mundo se fez também nosso objetivo. A tese divide-se em quatro seções: a primeira trata da ocupação e exploração dos espaços amazônicos até o início da E.F.M.M.; a segunda apresenta os barbadianos, o espaço em que viviam, a escola que construíram e a forma como pensavam e faziam educação; a terceira constitui-se na apresentação e análise das memórias sobre a escola e outras categorias; a quarta mostra como se deu a tentativa de apagamento do morro do Alto do Bode e a tentativa de invisibilizar, pelo governo, as marcas sociais deixadas pelos barbadianos. Dessa forma, a tese traz à tona a história da educação dos barbadianos vindos para a construção da E.F.M.M., e a complexidade de construir e viver o social amazônico
Abstract: The present thesis initially deals with the attempt of reconstitution and presentation of a school at the beginning of the XXth. century in Porto Velho, based on the memories contained in the narratives/depositions of the negro teachers descending from Barbadian workers who came for the construction of the E.F.M.M Madeira-Mamoré railroad. These teachers were pupils of the so called categas‟ school, sheltered in some spaces of the Alto do Bode (Goat Hill) which presented a model of education not contemplated, once the city did not have schools. The objective of the study is to present, beyond the school, the memories of three teachers on the pedagogical functioning and aspects that based the school practice, as well as the mobility aspect, given that the school was not located in a fixed place. To analyze the memories as social substance of the lived historical process and as an individual and collective guardian relating to other aspects such as: language, identity, affectivity, religion, values, world conceptions also made up our objective. The text is divided in four sections: the first one deals with the occupation and exploration of the Amazonian spaces until the beginning of E.F.M.M.; the second section presents the Barbadians, the space where they lived, the school they built and the way they thought and made education; the third one consists of the presentation and analysis of the memories around the school and other categories; the fourth shows how the attempt to erase the Alto do Bode and the attempt of the government to make it invisible, the social marks left by the Barbadians. This way the thisis bring to light the barbadian education history who came with the E.F.M.M railroad builand the complexity of the amazonic social building and living
Résumé: Cette thèse cherche initialement à reconstituer et présenter une école au début du XX siècle à Porto Velho, au départ des mémoires des récits de professeurs noirs descendants des travailleurs barbadiens qui sont venus travailler dans la construction de la « Estrada de Ferro Madeira-Mamoré - E.F.M.M. », et qui étaient des étudiants à l‟école appelée « dos categas » logée dans des espaces différents de la colline « Alto do Bode » et qui présentait un modèle d‟éducation n‟est pas envisagé, car la ville n‟avait pas des écoles. L‟objectif de cette étude est de présenter, au-delà de l‟école, les mémoires de trois professeurs, les sujets de la recherche, du fonctionnement et des aspects pédagogiques qui soutenaient la pratique de l‟école, ainsi comme l‟aspect mobile, puisque l‟école ne fonctionne pas dans un endroit fixe. Analyser les mémoires en tant que substance sociale du processus historique expérimenté et comme le gardien de l‟individuel et du collectif par rapport à d‟autres aspects comme le langage, l‟identité, l‟affection, la religion, les valeurs et les visions du monde est aussi notre but. Le texte de la thèse est divisé en quatre sections dont la première traite de l‟occupation et exploitation des espaces amazoniques jusqu‟au début de la E.F.M.M.; la seconde présente les Barbadiens, l‟espace dans lequel ils vivaient, l‟école qu‟ils ont construit et comment ils pensaient et ils faisaient l‟éducation; la troisième se constitue de la présentation et l‟analyse des mémoires de l‟école et d‟autres catégories ; la quatrième montre comment c‟est donné la tentative d‟effacer la colline « Alto do Bode » et la tentative de rendre invisible par le gouvernement les marques sociales laissées par les Barbadiens. De cette façon la thèse montre l‟histoire de l‟éducation... (Résumé complet accès électronique ci - dessous)
Doutor

This study is a qualitative investigation of the professional identity structure of teachers in Barbados, a small post-colonial Caribbean territory. The aim was to determine whether Barbadian teachers regard themselves as professionals and to what extent their occupational/professional identity structure could be described by a pre-conceptualized set of categories. Data was collected from a focus group made up of teachers of both genders from primary, secondary and tertiary educational institutions in the country. Teachers in the study claim to be professionals despite acknowledging that teaching in Barbados is not recognized as a profession. This seemingly paradoxical claim is explained by the fact that teachers regard being a professional as an individual determination characterized by a different set of criteria from those that define a profession. By making this claim, Barbadian teachers appear to have mitigated the potential threat to the coherence of their professional self-concept brought about by the perceived discrepancy between the importance of their role as teachers and the non-recognition of teaching as a profession. The empirical data supports the four pre-conceptualized identity categories but four additional categories were uncovered. Overall, the findings support the contention that professional identity is an aspect of the self-concept; consequently, it is subject to the principle of self-concept maintenance.

Adolescent girls often face barriers to fulfill their educational aspirations after childbearing. Unfulfilled goals tend to be associated with low educational attainment and other adverse outcomes for the young mothers, their children, and society. The purpose of this qualitative phenomenological study was to explore the lived experiences of Barbadian young women who parented as adolescents and struggled to graduate from formal secondary school. The goal was to understand their perceptions of support for their educational aspirations by their peers and significant others. Social constructionism was the conceptual framework. Moustakas’ transcendental method guided data collection and analysis. Data were collected by conducting in-depth, semi-structured interviews with 8 Barbadian women who bore children in their teen years and who struggled to complete formal high school. Rich descriptions emerged from the essence of their experiences and provided insight into the academic and emotional needs of school-age mothers. The analysis revealed that they experienced challenges balancing motherhood and being a student, stigma, hopelessness, and determination to reach their aspirations. They also experienced support by their friends, school personnel, and their families but they experienced little support from the fathers of their children. This study has implications that could affect positive social change by informing educators and families of the importance of meeting the unique needs of this vulnerable group. Educational leaders and policymakers could use these findings to guide programs aimed at empowering pregnant or parenting girls to achieve educational success and long-term socioeconomic well being.

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It deals about black people immigration from British Caribbean Islands to Belém, which occurred in the first decades of the 20th century, more precisely of those who were generally called Barbadians (barbadianos). It discusses the contours of this identification in Belém and analyses the life stories of the descendants of the second and third generations. It aims to discuss in which contexts and situations the signs of their identifications were manipulated to mark distinctions, by them and by others. In order to do this, it considers the symbols (of prestige and stigma) of the British, Brazilian and Barbadian identities, when they were related one to the other, and passed through by the process of demarcation of alterity, but also by the racism.
Discorre sobre a imigração de negros do Caribe Inglês para Belém, ocorrida nas primeiras décadas do século XX, mais precisamente dos chamados, de modo geral, de barbadianos. Discute os contornos desta identificação em Belém, analisando os relatos de histórias de vida dos descendentes de segunda e terceira gerações. Procura discutir os contextos e situações nas quais os sinais de suas identificações foram manipulados para marcar distinções, por eles e pelos outros, em função dos símbolos (de prestígio e de estigma) das identidades inglesa, brasileira e barbadiana, quando postas em relação, perpassadas pelo processo de demarcação da alteridade, mas também pelo racismo.

A descrição dum subgénero dentro da ficção histórica que se distinguiu pela sua distanciação do Romance Histórico Tradicional em vários aspetos, o chamado Novo Romance Histórico, ocupou muitos estudiosos nas últimas décadas. Mais recentemente, o catedrático português Carlos Reis realçou a importância da personagem como categoria narrativa na literatura, opondo-se às tendências estruturalistas que marcam os estudos literários modernos. Na nossa pesquisa, rastreamos o processo da figuração duma personagem coletiva no romance Mad Maria do escritor brasileiro Márcio Souza: os trabalhadores barbadianos. Por um lado, observamos como o autor usou dados historiográficos para a figuração duma personagem coletiva baseada num grupo de trabalhadores caribenhos, cuja participação nas obras da ferrovia Madeira-Mamoré no início do século passado é bem documentada. Pelo outro lado, consideramos a relevância desta personagem em relação à ideologia do escritor, posto que uma das características fundamentais do Novo Romance Histórico é a narração do passado histórico através de personagens pertencentes a grupos marginais, cuja voz não faz parte do discurso historiográfico tradicional. La descripción de un subgénero de la ficción histórica, el cual se destaca por alejarse en varios aspectos de la Novela Histórica Tradicional, a saber, la llamada Nueva Novela Histórica, ha ocupado a muchos estudiosos en las últimas décadas. Más recientemente, el catedrático portugués Carlos Reis realzó la importancia del personaje como categoría narrativa en la literatura, en oposición a las tendencias estructuralistas que marcan los estudios literarios modernos. En nuestras investigaciones, vamos rastreando el proceso de figuración de un personaje colectivo en la novela Mad Maria del escritor brasileño Márcio Souza: los trabajadores barbadenses. Por un lado, observamos como el autor empleó datos biográficos para la figuración de un personaje colectivo inspirado en un grupo de trabajadores caribeños, cuyo papel en la construcción de la vía férrea Madeira-Mamoré a principios del siglo pasado está bien documentado. Por otro lado, consideramos la relevancia de dicho personaje respecto a la ideología del escritor, habida cuenta que un rasgo diferencial de la Nueva Novela Histórica es la narración del pasado histórico por medio de personajes de proveniencia marginal, cuya voz no forma parte del discurso historiográfico tradicional. The task of describing a subgenre of historical fiction which clearly sets itself apart in many respects from the Traditional Historical Novel, namely, the so-called New Historical Novel, has occupied a number of scholars in the past few decades. More recently, the Portuguese university professor Carlos Reis has emphasized the character's importance as a narrative category within literature, in contrast to the structuralist tendencies which characterize modern literary studies. In our research, we trace the representational process of a collective character - the Barbadian labourers - in the Brazilian authorMárcio Souza's novel Mad Maria. First of all, we analyze the author's use of historiographical data in the depiction of a collective character based on a group of Caribbean labourers, whose role in constructing the Madeira-Mamoré railroad early in the last century is well documented. Second of all, we consider this character's relevance to the writer's ideological profile, since one of the New Historical Novel's distinguishing features is the narration of historical events through characters belonging to marginal groups whose voice has been excluded from traditional historiographical discourse.

Barbados, like other countries, has been influenced by the introduction of the computer in the education system. Much has been invested in this new 'tool' in education. The local industrial sector in its quest to keep abreast of world-wide technological developments, is increasingly making use of computer technology and so in turn, is making certain demands on the education system, about the way in which it is preparing young people for work in modern business organisations. This study seeks to examine the wide-ranging influence of Information Technology in education and its role in preparing school-leavers for employment in the business environment in Barbados. It also analyzes the need for the implementation of meaningful I. T. programmes as an integral part of the school curriculum in the light of the technological developments which obtain in the business environment worldwide. This was done by analyzing the views of students, educators and employers in Barbados and a small cohort of secondary school teachers in the U.K. It is anticipated that the recommendations made as a result of the outcomes of the study will be useful in assisting in the establishment and implementation of effective I.T. programmes in the Barbadian school system.

Thesis (M.A.)--York University, 2004. Graduate Programme in Social Anthropology.
Typescript. Includes bibliographical references (leaves 253-257). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR38753

The following dissertation presents a historical narrative and an arts (music, dance, and visual arts) curriculum based on the artwork of the quintessential Caribbean-American artist, Geoffrey Holder. The dissertation is a response to a reported lack of research and teaching materials on Caribbean artists. That is, arts educators at the secondary and postsecondary levels as well as art museum educators reported a lack of, and need for, curriculum and teaching materials grounded in Caribbean content and reflective of Caribbean cultural epistemologies. Through the qualitative research methodology of historiography, an historical analysis of Holder’s artwork was conducted to develop a historical narrative, and through the instructional design approach of ADDIE an arts curriculum on music, dance, and visual arts was developed. The framing of the historical narrative was based in concepts drawn from Third Space theory into conversation with creolization to form the conceptual grounding for my exploration into Caribbean epistemologies. The curriculum development is grounded in concepts of intercultural education and inclusive arts education curriculum design. The results of this dissertation confirm the research gap of teaching resources for arts educators and needed for the supplemental materials provided through this research.