‘The rural proletariat’ has been employed as a sociological category to describe Caribbean populations for nearly 25 years, but confusion about such populations persists. Proletarianisation, the definition of rural proletariats, and the Marxist conception of consciousness, as applicable to such groups, are discussed in the following paper. The Cuban case is described to exemplify the European bias of some analysts, and the difficulties created by an uncritical transfer of western conceptions of class and of class consciousness to a colonial agrarian situation. A special effort is made to conceptualise the rural proletariat in terms of its relationships to the peasantry, and of the ‘concealment’ of landless workers in peasant communities.

Cuba, tragedy in our hemisphere

The rural proletariat and the problem of rural proletarian consciousness

This article argues that one contributing factor to the Cuban Revolution of 1959 was the 1956 revision of U.S. sugar quotas. Its significance has been overlooked because its real economic impact was programmed to occur after 1959. Combining a statistical simulation and an event study of sugar companies' rates of return on equity, we show that the revision had adverse long-run consequences for sugar exports, and that forward-looking investors anticipated them and incorporated them into their valuation of sugar-company stocks after 1953. Further evidence shows that the Batista regime and prominent insurgents understood the vital nature of Cuba's sugar import quota.

The U.S. Sugar Program and the Cuban Revolution

Major great power confrontation: The Cuban Missile Crisis

Cette these etudie le traitement
argumentatif de l’affaire Elian Gonzalez dans la presse americaine.
Elle porte sur les editoriaux et les chroniques parus entre
novembre 1999 et juin 2000 dans trois journaux : le Miami Herald,
le Washington Post et le New York Times. Deux questions ont guide
la recherche : - quels sont les arguments qui ont soutenu le debat
sur l’affaire dans la presse americaine ? - autour de quels enjeux
sociopolitiques ces arguments-la se sont-ils deployes ? Le
cheminement pour repondre a ces deux questions fait appel a une
approche qualitative, plus precisement a l’analyse qualitative de
theorisation ancree. L’analyse des arguments se fait a partir de la
methode de Toulmin : les arguments sont consideres comme des
justifications en contexte et l’analyse cherche a en montrer
l’organisation. Les textes des journaux sont concus comme des
archives sociales qui illustrent l’exercice de la jurisprudence
mediatique. Les resultats mettent en evidence des traits de la
culture politique americaine et des specificites du role social des
medias. Ils permettent a la fois de definir la trajectoire
argumentative de l’affaire Gonzalez et de developper le concept de
representation mediatique. Ils dressent aussi les paradoxes des
relations entre les Etats-Unis et Cuba, et les enjeux lies a
l’immigration dans la societe americaine.%%%%

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La trajectoire argumentative des représentations médiatiques dans les textes d'opinion en presse écrite : le cas Elián González dans le Miami Herald, le Washington Post et le New York Times

Foreign language and bilingual-migrant supervisors in the Office of the Superintendent of Public Instruction in Illinois are seeking to broaden the goals of foreign language instruction by introducing cultural education along with language instruction. This publication consists of 17 articles on many aspects of the teaching of culture in foreign language classes, specifically Spanish classes. Information includes: (1) a ones act play-commentary on the lack of relevance in foreign language instruction; (2) a Zacumented review of the state of culture in foreign language classes; .(3) an attempt to implement a variety of cultural objectives; (4) a discussion of techniques for teaching cultural concepts; (5) recent sources 'of ideas concerning the aims of Social studies instruction; (6) an example of how content sources might be organized around a pertinent topic; (7) a description of a bilingual/bicultural experiment; (8) an example of how a language class can develop sympathetic understanding of a peer culture; (9) an of line of aspects of Latin American culture which can be develoOed. in brief daily lessons at the end of the Spanish class; and (10) an annotated bibliography of some 20.0 recent publications, which i intended as an aid to the teacher in selecting recent titles on Latin America. (Author/AM) *********************************************************************** * Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. nevertheless, items of marginal * * reproducibility are often encountered and'this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * Via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original documenA. Reproductions * * supplied by EDRS are the best that can be made from the original. * ***********************************************************************

/pdf/teaching-cultural-concepts-in-spanish-classes-2c6a1igkt9.pdf

Cuba, tragedy in our hemisphere

Citations

The rural proletariat and the problem of rural proletarian consciousness

The U.S. Sugar Program and the Cuban Revolution

Major great power confrontation: The Cuban Missile Crisis

La trajectoire argumentative des représentations médiatiques dans les textes d'opinion en presse écrite : le cas Elián González dans le Miami Herald, le Washington Post et le New York Times

Teaching Cultural Concepts in Spanish Classes.

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