Joseph Anténor Firmin (1850–1911) was the reigning public intellectual and political critic in Haiti in the nineteenth century. He was the first “Black anthropologist” and “Black Egyptologist” to deconstruct the Western interpretation of global history and challenge the ideological construction of human nature and theories of knowledge in the Western social sciences and the humanities. As an anti-racist intellectual and cosmopolitan thinker, Firmin’s writings challenge Western ideas of the colonial subject, race achievement, and modernity’s imagination of a linear narrative based on the false premises of social evolution and development, colonial history and epistemology, and the intellectual evolution of the Aryan-White race. Firmin articulated an alternative way to study global historical trajectories, the political life, human societies and interactions, and the diplomatic relations and dynamics between the nations and the races. Reconstructing the Social Sciences and Humanities is the first full-length book devoted to Joseph Anténor Firmin. It reexamines the importance of his thought and legacy, and its relevance for the twenty-first century’s culture of humanism, and the continuing challenge of race and racism.

Using a structurationist, phenomenological structuralism understanding of practical consciousness constitution as derived from what the author calls Haitian epistemology, Haitian/Vilokan Idealism, this book explores the nature and origins of the contemporary Haitian oppositional protest cry, "the children of Petion v. the children of Dessalines." Although traditionally viewed within racial terms - the mulatto elites v. the African (black) poor majority - Mocombe suggests that the metaphor, contemporarily, as utilized by the educated black grandon class (middle-class bourgeois blacks) has come to represent Marxist categories for racial-class (nationalistic) struggles on the island of Haiti within the capitalist world-system under American hegemony. The ideological position of Petion represents the neoliberal views of the mulatto/Arab elites and petit-bourgeois blacks; and nationalism, economic reform, and social justice represent the ideological and nationalistic positions of Dessalines as articulated by the grandon, actual children of Toussaint Louverture, seeking to speak for the African majority (the children of Sans Souci, the Congolese-born general of the Haitian Revolution) whose practical consciousness, the Vodou Ethic and the spirit of communism, differ from both the children of Dessalines and Petion. In the final analysis, the moniker is a truncated understanding of Haitian identity constitution, ideologies, and their oppositions.

Joseph Antenor Firmin (1850-1911) was the reigning public intellectual and political critic in Haiti in the nineteenth century. He was the first "Black anthropologist" and "Black Egyptologist" to deconstruct the Western interpretation of global history and challenge the ideological construction of human nature and theories of knowledge in the Western social sciences and the humanities. As an anti-racist intellectual and cosmopolitan thinker, Firmin's writings challenge Western ideas of the colonial subject, race achievement, and modernity's imagination of a linear narrative based on the false premises of social evolution and development, colonial history and epistemology, and the intellectual evolution of the Aryan-White race. Firmin articulated an alternative way to study global historical trajectories, the political life, human societies and interactions, and the diplomatic relations and dynamics between the nations and the races. Reconstructing the Social Sciences and Humanities is the first full-length book devoted to Joseph Antenor Firmin. It reexamines the importance of his thought and legacy, and its relevance for the twenty-first century's culture of humanism, and the continuing challenge of race and racism.

Using a structurationist, phenomenological structuralism understanding of practical consciousness constitution as derived from what the author calls Haitian epistemology, Haitian/Vilokan Idealism, this book explores the nature and origins of the contemporary Haitian oppositional protest cry, "the children of Petion v. the children of Dessalines." Although traditionally viewed within racial terms - the mulatto elites v. the African (black) poor majority - Mocombe suggests that the metaphor, contemporarily, as utilized by the educated black grandon class (middle-class bourgeois blacks) has come to represent Marxist categories for racial-class (nationalistic) struggles on the island of Haiti within the capitalist world-system under American hegemony. The ideological position of Petion represents the neoliberal views of the mulatto/Arab elites and petit-bourgeois blacks; and nationalism, economic reform, and social justice represent the ideological and nationalistic positions of Dessalines as articulated by the grandon, actual children of Toussaint Louverture, seeking to speak for the African majority (the children of Sans Souci, the Congolese-born general of the Haitian Revolution) whose practical consciousness, the Vodou Ethic and the spirit of communism, differ from both the children of Dessalines and Petion. In the final analysis, the moniker is a truncated understanding of Haitian identity constitution, ideologies, and their oppositions.

In postindustrial economies such as the United States and Great Britain, the black/white achievement gap is perpetuated by an emphasis on language and language skills, with which black American and black British-Caribbean youths often struggle. This work analyzes the nature of educational pedagogy in the contemporary capitalist world-system under American hegemony. Mocombe and Tomlin interpret the role of education as an institutional or ideological apparatus for capitalist domination, and examine the sociolinguistic means or pedagogies by which global and local social actors are educated within the capitalist world-system to serve the needs of capital; i.e., capital accumulation. Two specific case studies, one in the United States and one in the United Kingdom, are utilized to demonstrate how contemporary educational emphasis on language and literacy parallels the organization of work and contributes to the debate on academic underachievement of black students vis-a-vis their white and Asian counterparts.

In postindustrial economies such as the United States and Great Britain, the black/white achievement gap is perpetuated by an emphasis on language and language skills, with which black American and black British-Caribbean youths often struggle. This work analyzes the nature of educational pedagogy in the contemporary capitalist world-system under American hegemony. Mocombe and Tomlin interpret the role of education as an institutional or ideological apparatus for capitalist domination, and examine the sociolinguistic means or pedagogies by which global and local social actors are educated within the capitalist world-system to serve the needs of capital; i.e., capital accumulation. Two specific case studies, one in the United States and one in the United Kingdom, are utilized to demonstrate how contemporary educational emphasis on language and literacy parallels the organization of work and contributes to the debate on academic underachievement of black students vis-a-vis their white and Asian counterparts.

Sustainable Development Policy and Administration provides a learning resource describing the major issues that are critical to understanding the multiple dimensions of sustainable development. The overall theme of each contributed chapter in this book is the urgent need to promote global sustainability while adding insights into the challenges facing the current and future generations. This volume brings together diverse contributions that cover the multiple facets of development, resulting in a rich reference for students, development managers, and others interested in this emerging field.

Karl Mannheim, and Karl Marx suggested that there is a relationship between economic and political institutions and that behaviors and attitudes are influenced by this. Viewing this postulate as a conception which posits the economic mode of production as the locus of causality for culture, this examination of capitalism as culture, investigates how education and its pedagogical techniques, as a means of "enculturation, " reflects the capitalist economic mode of production. Building on the theoretical notions in the Sociology of knowledge and Structuralism, this hermeneutical analysis discusses how pedagogical techniques and curriculum arrangements of public schools in capitalist societies correlate with the organization of labor (for it is that role of the self which is dominant in capitalist societies). Data for this research was gathered through the content analysis of pedagogical techniques and curriculum arrangements adopted by The School Board of Broward County, Florida. Results show that the current shift in the organization of labor (from industrial to post-industrial) parallels, and therefore correlates with, the shift in curriculum and pedagogical arrangements of The School Board of Broward County, Florida; as such, it is a legitimate claim to suggest that the socialization of the self is determined by its relation to the mode of production.

Between Two Worlds: Jean Price-Mars, Haiti, and Africa is a special volume on Jean Price-Mars that reassesses the importance of his thought and legacy, and the implications of his ideas in the twenty-first century's culture of political correctness, the continuing challenge of race and racism, and imperial hegemony in the modern world. Price-Mars's thought is also significant for the renewed scholarly interests in Haiti and Haitian Studies in North America, and the meaning of contemporary Africa in the world today. This volume explores various dimensions in Price-Mars' thought and his role as historian, anthropologist, cultural critic, public intellectual, religious scholar, pan-Africanist, and humanist. The goal of this book is fourfold: it explores the contributions of Jean Price-Mars to Haitian history and culture, it studies Price-Mars' engagement with Western history and the problem of the "racist narrative," it interprets Price-Mars' connections with Black Internationalism, Harlem Renaissance, and the Negritude Movement, and finally, the book underscores Price-Mars' contributions to post colonialism, religious studies, Africana Studies, and Pan-Africanism.

This work sets forth the argument that in the age of (neoliberal) globalization, black people around the world are ever-so slowly becoming "African-Americanized". They are integrated and embourgeoised in the racial-class dialectic of black America by the material and ideological influences of the Protestant ethic and the spirit of capitalism as promulgated throughout the diaspora by two social class language games of the black American community: the black underclass (Hip-Hop culture), speaking for and representing black youth practical consciousness; and black American charismatic liberal/conservative bourgeois Protestant preachers like TD Jakes, Creflo Dollar, etc., speaking for and representing the black bourgeois (educated) professional and working classes. Although on the surface the practical consciousness and language of the two social class language games appear to diametrically oppose one another, the authors argue, given the two groups' material wealth within the Protestant ethic and the spirit of capitalism of corporate (neoliberal) America, they do not. Both groups have the same underlying practical consciousness, subjects/agents of the Protestant Ethic and the spirit of capitalism. The divergences, where they exist, are due to their interpellation, embourgeoisement, and differentiation via different ideological apparatuses of the society: church and education, i.e., schools, for the latter; and prisons, the streets, and athletic and entertainment industries for the former. Contemporarily, in the age of globalization and neoliberalism, both groups have become the bearers of ideological and linguistic domination in black neoliberal America, and are antagonistically, converging the practical consciousness of the black or African diaspora towards their respective social class language games. We are suggesting that the socialization of other black people in the diaspora ought to be examined against and within the dialectical backdrop of this class power dynamic and the cultural and religious heritages of the black American people responsible for this phenomenon or process of convergence we are referring to as the "African-Americanization" of the black diaspora.

Using a variant of structuration theory, what Paul C. Mocombe calls phenomenological structuralism, this work explores and highlights how the African religion of Vodou and its ethic, i.e., syncretism, materialism, communal living or social collectivism, democracy, individuality, cosmopolitanism, spirit of social justice, xenophilia, balance, harmony, and gentleness, gave rise, under the leadership of oungan yo, manbo yo, gangan yo, and granmoun yo, to the Haitian spirit of communism and the "counter-plantation system" (Jean Casimir's term) in the provinces and mountains of Haiti. What Mocombe calls the Vodou Ethic and the spirit of communism of the African people of Haiti would be juxtaposed against the Catholic/Protestant Ethic and the spirit of capitalism of the white, mulatto, gens de couleur, and petit-bourgeois free black classes of the island. This latter worldview, the Catholic/Protestant Ethic and the spirit of capitalism, Mocombe goes on to argue, exercised by the free bourgeois blacks and mulatto elites, Affranchis, on the island undermined the revolutionary and independence movement of Haiti commenced by subjects/agents, oungan yo, manbo yo, gangan yo/dokte fey, and granmoun yo, of the Vodou ethic and the spirit of communism, and made it the poorest, most racist, and tyrannical country in the Western Hemisphere.

Against John Ogbu's oppositional culture theory and Claude Steele's disidentification hypothesis, Jesus and the Streets offers a more appropriate structural Marxian hermeneutical framework for contextualizing, conceptualizing, and evaluating the locus of causality for the black male/female intra-racial gender academic achievement gap in the United States of America and the United Kingdom. Positing that in general the origins of the black/white academic achievement gap in both countries is grounded in what Paul C. Mocombe refers to as a "mismatch of linguistic structure and social class function." Within this structural Marxist theoretical framework the intra-racial gender academic achievement gap between black boys and girls, the authors argue, is a result of the social class functions associated with industries (mode of production) and ideological apparatuses, i.e., prisons, the urban street life, athletics and entertainment, where the majority of urban black males in the US and UK achieve their status, social mobility, and economic gain, and the black church/education where black females in both countries are overwhelmingly more likely to achieve their status, social mobility, and drive for economic gain via education and professionalization.

Mocombe and Tomlin explore the black/white achievement gap in America and Great Britain, gaining understanding through black bourgeois living and the labeled pathologies of the black underclass. Within the class dualism of capitalist social relations, blacks throughout the Diaspora attempt to exist in the world. Furthermore, blacks must construct their identities and be in the world by choosing between the discursive practices of the Protestant and capitalist ideology of the black Protestant bourgeoisie, or the beliefs of the black underclass, which appear to dismiss these practices as 'acting-white' (John Ogbu's term). Presently, the practical consciousness (constituted as hip-hop culture) of the black underclass, supported by finance capital, have dominated the American and global social structure, and one of its (dys)functions is the black/white achievement gap, which is a global phenomenon emanating from black America and affecting blacks around the globe. Although the histories of blacks in America and in Great Britain are fundamentally different, Mocombe and Tomlin argue in this work that during the age of globalization, the social functions of the dominating black consciousness (hip-hop culture) coming out of America are the locus of causality for the black/white achievement gap in America and Great Britain. Tomlin highlights this problematic by analyzing effective strategies employed by high achieving blacks in Great Britain, and Mocombe does the same through an analysis of an effective reading curriculum in an American inner-city after-school program.

In this book, Mocombe illustrates ways that Barack Obama is the embodiment of the social identity, the liberal black Protestant heterosexual male, that contemporarily looks to serve as the bearer of ideological and linguistic domination for all folks, blacks, whites, Asians, etc., in America and world societies impacted by Western civilization. The articulation of the discourse of this identity is best represented in the work of W.E.B. Du Bois; furthermore, Obama is a paragon for Du Bois' construct. This work juxtaposes the ideals and practices of Du Bois and Obama in order to articulate the discourse and discursive practice of the soulless social identity that seeks to institute its presence in the post-enlightenment world.

In this book, Mocombe illustrates ways that Barack Obama is the embodiment of the social identity, the liberal black Protestant heterosexual male, that contemporarily looks to serve as the bearer of ideological and linguistic domination for all folks, blacks, whites, Asians, etc., in America and world societies impacted by Western civilization. The articulation of the discourse of this identity is best represented in the work of W.E.B. Du Bois; furthermore, Obama is a paragon for Du Bois' construct. This work juxtaposes the ideals and practices of Du Bois and Obama in order to articulate the discourse and discursive practice of the soulless social identity that seeks to institute its presence in the post-enlightenment world.

Since the 1960s, there have been two schools of thought on the origins and nature of black consciousness: the adaptive-vitality school and the pathological-pathogenic school. The latter argues that in its divergences from white American norms and values, black American consciousness is nothing more than a pathological form of and reaction to American consciousness, rather than a dual (both African and American) counter hegemonic opposing "identity-in-differential" (the term is Gayatri Spivak's) to the American one. Proponents of the adaptive-vitality school argue that the divergences are not pathologies but African "institutional transformations" preserved on the American landscape. The purpose of this work is to understand black consciousness by working out the theoretical and methodological problems from which these two divergent schools are constructed, in order to arrive at a more sociohistorical, rather than racial, understanding of black consciousness. Using a variant of structuration theory to account for the sociohistorical development of black consciousness formation within the American social structure, author Paul Mocombe concludes that black American life is dual and pathological only in relation to a particular interpretive community, the black bourgeoisie or liberal middle class.

Through a series of new and previously published essays, Education in Globalization analyzes the nature of education under American hegemony. The author interprets the role of education as an institutional or ideological apparatus for bourgeois domination. He then examines the means by which global and local social actors are educated within the capitalist world system to serve the needs of the capital (i.e. capital accumulation). The work concludes with an essay delineating what is to be done to reproduce the contemporary capitalist world system, in spite of the pending ecological crisis and the proletarianization of the masses.

This work explores the philosophical basis for the author's theory of phenomenological structuralism. The text is intended for scholars, educators, and students working in the fields of Haitian studies, philosophy, and sociological theory, and gives a no-nuisance approach to understanding and resolving the structure/agency problematic of the social sciences.