UNDERSTANDING OUR PAST IN THE SCHOOL EXPERIENCE Afro-Caribbean schools in Costa Rica

This article is one of series which main goal is to develop an historical portrayal of schools for Afro-Caribbean people in Costa Rica during the first half of the 1900s. The focus of the articles is based on an oral history investigation that envolves around four key questions: 1) What were the...

Full description

Bibliographic Details
Main Author:	Castillo Serrano, Deyanira
Format:	Online
Language:	spa
Published:	Universidad de Costa Rica 2011
Online Access:	https://revistas.ucr.ac.cr/index.php/intersedes/article/view/748

id	INTERSEDES748
record_format	ojs
spelling	INTERSEDES7482019-07-03T17:02:31Z UNDERSTANDING OUR PAST IN THE SCHOOL EXPERIENCE Afro-Caribbean schools in Costa Rica Castillo Serrano, Deyanira This article is one of series which main goal is to develop an historical portrayal of schools for Afro-Caribbean people in Costa Rica during the first half of the 1900s. The focus of the articles is based on an oral history investigation that envolves around four key questions: 1) What were the schools of the Afro-Caribbean people in Costa Rica like during the 1934-48? 2) How were they started? 3) What curriculum was taught in those schools? How was it taught ? 4) What happened to those schools over time? The selected site for the study was Limon, Costa Rica. This city has been the place of arrival and dwelling of most of the country’s Afro-Caribbean people since 1872. The qualitative methods used provided evidence to answer the research questions. Among the techniques of data collection were open-ended interviews, recording of the interviews, verbatim transcriptions of those interviews, literature review, and various documents. The interviews followed the guidelines of oral history inquiry (i.e., with consent and agreement forms pre-signed). The data collected revealed that the English Schools(as they were known in Costa Rica) were supported by different church denominations, the railroad company, the United Fruit Company, and the Universal Negro Improvement Association. A description of the general organization and the curriculum and instruction practiced permitted to find similarities between the English Schools and the primary schools designed for the British colonies, particularly Jamaica. This first article of the series talks briefly about the general context of the English Schools and the roll that these entities played supporting the schools. Universidad de Costa Rica 2011-07-07 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Article Artículo application/pdf https://revistas.ucr.ac.cr/index.php/intersedes/article/view/748 InterSedes; Vol. 1 No. 1 (2000) InterSedes; Vol. 1 Núm. 1 (2000) InterSedes; v. 1 n. 1 (2000) Intersedes; Vol. 1 N.º 1 (2000) 2215-2458 1409-4746 spa https://revistas.ucr.ac.cr/index.php/intersedes/article/view/748/809 10.15517/isucr.v1i1.748.g809
institution	Universidad de Costa Rica
collection	InterSedes
language	spa
format	Online
author	Castillo Serrano, Deyanira
spellingShingle	Castillo Serrano, Deyanira UNDERSTANDING OUR PAST IN THE SCHOOL EXPERIENCE Afro-Caribbean schools in Costa Rica
author_facet	Castillo Serrano, Deyanira
author_sort	Castillo Serrano, Deyanira
description	This article is one of series which main goal is to develop an historical portrayal of schools for Afro-Caribbean people in Costa Rica during the first half of the 1900s. The focus of the articles is based on an oral history investigation that envolves around four key questions: 1) What were the schools of the Afro-Caribbean people in Costa Rica like during the 1934-48? 2) How were they started? 3) What curriculum was taught in those schools? How was it taught ? 4) What happened to those schools over time? The selected site for the study was Limon, Costa Rica. This city has been the place of arrival and dwelling of most of the country’s Afro-Caribbean people since 1872. The qualitative methods used provided evidence to answer the research questions. Among the techniques of data collection were open-ended interviews, recording of the interviews, verbatim transcriptions of those interviews, literature review, and various documents. The interviews followed the guidelines of oral history inquiry (i.e., with consent and agreement forms pre-signed). The data collected revealed that the English Schools(as they were known in Costa Rica) were supported by different church denominations, the railroad company, the United Fruit Company, and the Universal Negro Improvement Association. A description of the general organization and the curriculum and instruction practiced permitted to find similarities between the English Schools and the primary schools designed for the British colonies, particularly Jamaica. This first article of the series talks briefly about the general context of the English Schools and the roll that these entities played supporting the schools.
title	UNDERSTANDING OUR PAST IN THE SCHOOL EXPERIENCE Afro-Caribbean schools in Costa Rica
title_short	UNDERSTANDING OUR PAST IN THE SCHOOL EXPERIENCE Afro-Caribbean schools in Costa Rica
title_full	UNDERSTANDING OUR PAST IN THE SCHOOL EXPERIENCE Afro-Caribbean schools in Costa Rica
title_fullStr	UNDERSTANDING OUR PAST IN THE SCHOOL EXPERIENCE Afro-Caribbean schools in Costa Rica
title_full_unstemmed	UNDERSTANDING OUR PAST IN THE SCHOOL EXPERIENCE Afro-Caribbean schools in Costa Rica
title_sort	understanding our past in the school experience afro-caribbean schools in costa rica
publisher	Universidad de Costa Rica
publishDate	2011
url	https://revistas.ucr.ac.cr/index.php/intersedes/article/view/748
work_keys_str_mv	AT castilloserranodeyanira understandingourpastintheschoolexperienceafrocaribbeanschoolsincostarica
_version_	1810112594072043520

UNDERSTANDING OUR PAST IN THE SCHOOL EXPERIENCE Afro-Caribbean schools in Costa Rica

Similar Items