History and Symbols in Ideology: A Jamaican Example

Negotiating worlds (yards, shantytowns, ghettos, garrisons): Inequality maintained and the epistemologies of social factors Influencing stratification and education in Jamaica

“…Examples of these places are ghettoes, yards, shantytowns, and garrisons-all located downtown. As previously mentioned, these areas are, per Austin (1979), out-side identity. Thame's (2011) work focused on garrisons (communities created by political parties to secure votes).…”

“…In other schools, children had to wait outside to get into classes that were "standing-room only." Austin (1979) proposes an interesting idea: "Education can mean not only qualification, but also enculturation" (p. 503). Austin was the first to articulate this "inside-outside" concept.…”

History in Anthropology

“…They were putting those differences to determi nate, though variable and perhaps contradictory, use from one place and time to another. Primitives-the term itself was coming under question�were ma ture rhetoricians after all, just like their "civilized" others (2,15,30,79,84,89). Rosaldo (92) and Price (85) established that at least some of them were also mature historians, that they had their ways of representing and interpre ting and also of verifying their representations of the course and content of events.…”

Gender and Migration: West Indians in Comparative Perspective

“…Since emancipation in the 1830s, West Indian women have been actively involved in occupations outside the home, although they have suffered high rates of unemployment, typically higher than men (Massiah, 1986; Senior 1991). In the late 1970s women constituted about 40 per cent of the Jamaican labour force, although they had more than twice the rate of male unemployment, a situation that had not improved by the late 1990s, when women were 46 per cent of the labour force (Austin, 1979: 513). Whenever they have migrated abroad, West Indian women have intended to work for wages.…”