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The Curriculum

Whose Internationalization?

Edited By João M. Paraskeva

The Curriculum: Whose Internationalization? asks a series of important questions in the re-examination of the internationalization of curriculum studies. It reflects the work of the Internationalization of Curriculum Studies Task Force – created at the American Association for the Advancement of Curriculum Studies annual meeting in New Orleans in 2011 – in the context of new theoretical avenues such as the Itinerant Curriculum Theory (ICT) to help address issues related to the problematic nature of internationalization and globalization.
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Chapter Six: The Internationalization of Curriculum Studies: The Contribution of Jamaica’s Marcus Mosiah Garvey

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CHAPTER SIX

The Internationalization OF Curriculum Studies

The Contribution of Jamaica’s Marcus Mosiah Garvey

ANDREA BALDWIN



WHO WAS MARCUS MOSIAH GARVEY?

Marcus Mosiah Garvey was a Jamaican visionary, entrepreneur, and mental emancipator (Stein, 1986 Vincent, 1971). He believed that the education of the black race was one primary agent for blacks’ improvement in life. Speaking of the evolution of life circumstances, he stated the following:

… evolution and human progress bring changes, and in the changes no man can tell what will happen tomorrow as against what exists today. Therefore, I say to the four hundred million Negroes of the world, prepare yourselves for the higher life, the life of liberty, industrially, educationally, socially and politically. (Garvey, 1969, p. 18)

Garvey was born on August 17, 1887, in St. Ann’s Bay, Jamaica. He was one of 11 children; only two of his siblings survived into adulthood (Crowder, 2003). His parents were descendants of the Maroons, Africans brought to Jamaica during slavery who escaped to the highlands of Jamaica. They fought the English invaders, obtained their freedom, and set up self-rule in several territories in the hill country. Even today such communities still exist in rural Jamaica.

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