This ambitious book provides a comprehensive quantitative and qualitative assessment of Jamaica's ties to the International Monetary Fund, focusing on Jamaica's historical relationship with the IMF and reflecting on the domestic and international discourse surrounding the evolution of this relationship. Notably, this volume presents a critical analysis of Jamaica's first engagement with and departure from the IMF and interrogates the political economy of the period. Jamaica's economic experiences are assessed in the context of major global events, including the food price crises of 2007 and the global economic crises of 2008 and 2009. This book also looks at policy implications, and its well-researched analysis will be of great value to practitioners and policymakers as well as academics.

The authors of the narrative chapters represented in this volume have in common that they are dedicated to the realization of a critical, multicultural, democratic society. Individually, they are female and male, from diverse ethnicities, socio-economic class backgrounds, first language groups, religious and spiritual affiliations, and sexual orientations. They are professors of education, psychology, sociology, and communication as well as community activists. The stories that they share reveal the history of racism in this country over a fifty year period beginning in the late 1930s and continuing into the early 1980s. The stories are most diverse, and share what it was like growing up White during and after Jim Crow segregation, the Civil Rights Movement, and busing and integration. Thus, there is a history here of our country's racism yesterday and today. Inviting students to experience this history may encourage them to further explore its ongoing manifestations.

This book explores Jamaica's contemporary relationship with the International Monetary Fund since 2010. It looks at Jamaica's high debt and its inability to access financial support amidst international capital market restrictions, contextualizing harsh socio-economic realities. This book discusses Jamaica's second return to the IMF and the resulting network of actors, governance and political and socio-economic efforts to re-engender a relationship with a "new' IMF. Credibility was restored, demonstrated by and leading to the successful implementation of the 2013 Extended Fund Facility and subsequent exit to a Precautionary Stand-By Arrangement in 2016. Clarke and Nelson signal from their analyses lessons learned, discussing the economic prognosis for Jamaica as well as their relationship with the IMF under the shadow of the COVID pandemic.

This book focuses on multicultural curriculum transformation in literacy and language arts subject areas. The discussion of each area outlines critical considerations for multicultural curriculum transformation for the area by grade level and then by eight organizing tools, including content standards, relationships with and among students and their families, and evaluation of student learning and teaching effectiveness. The volume is designed to speak with PK-12 teachers as colleagues in the multicultural curriculum transformation work. Readers are exposed to "things to think about," but also given curricular examples to work with or from in going about the actual, concrete work of curriculum change. This work supports PK-12 teachers to independently multiculturally adapt existing curriculum, to create new multicultural curriculum differentiated by content areas and grade levels, and by providing ample examples of what such multicultural transformed literacy and language arts curricula looks like in practice.

This book focuses on multicultural curriculum transformation in social students and civic education subject areas. The discussion of each area outlines critical considerations for multicultural curriculum transformation for the area by grade level and then by eight organizing tools, including content standards, relationships with and among students and their families, and evaluation of student learning and teaching effectiveness. The volume is designed to speak with PK-12 teachers as colleagues in the multicultural curriculum transformation work. Readers are exposed to "things to think about," but also given curricular examples to work with or from in going about the actual, concrete work of curriculum change. This work supports PK-12 teachers to independently multiculturally adapt existing curriculum, to create new multicultural curriculum differentiated by content areas and grade levels, and by providing ample examples of what such multicultural transformed social studies and civic education curricula looks like in practice.

This book explores Jamaica's contemporary relationship with the International Monetary Fund since 2010. It looks at Jamaica's high debt and its inability to access financial support amidst international capital market restrictions, contextualizing harsh socio-economic realities. This book discusses Jamaica's second return to the IMF and the resulting network of actors, governance and political and socio-economic efforts to re-engender a relationship with a "new' IMF. Credibility was restored, demonstrated by and leading to the successful implementation of the 2013 Extended Fund Facility and subsequent exit to a Precautionary Stand-By Arrangement in 2016. Clarke and Nelson signal from their analyses lessons learned, discussing the economic prognosis for Jamaica as well as their relationship with the IMF under the shadow of the COVID pandemic.

This volume focuses on multicultural curriculum transformation in Science, Technology, Engineering, and Mathematics or STEM subject areas broadly, while also focusing on sub-content areas (e.g., earth science, digital technologies) in greater detail. The discussion of each sub-content area outlines critical considerations for multicultural curriculum transformation for the sub-content areas by grade level (early childhood and elementary school education, middle and/or junior high school education, and high school education) and then by organizing tool parameters: standards (both in a generalized fashion, and specific to Common Core State Standards, among other standards), educational context, relationships with and among students and their families, civic engagement, considerations pertaining to educational "ability" broadly considered (for example, for gifted and talented education, bilingual gifted and talented education, "regular" education, bilingual "regular" education, special education, bilingual special education), as well as relative to specific content and corresponding pedagogical considerations, including evaluation of student learning and teaching effectiveness. In this way, the volume provides a conceptual framework and concrete examples for how to go about multiculturally-transforming curriculum in STEM curricula. The volume is designed to speak with PK-12 teachers as colleagues in the multicultural curriculum transformation work at focus in each subject area and at varied grade levels. Readers are exposed to "things to think about," but also given curricular examples to work with or from in going about the actual, concrete work of curriculum change. It bridges the gaps between preparing PK-12 teachers to be able to 1) independently multiculturally adapt existing curriculum, and, 2) create new multicultural curriculum differentiated for their content areas and grade levels, while also, 3) providing ample examples of what such adapted and new differentiated curricula looks like. In so doing, this volume also bridges the gaps between the theory and practice of multicultural curriculum transformation in higher and PK-12 educational contexts.

This ambitious book provides a comprehensive quantitative and qualitative assessment of Jamaica's ties to the International Monetary Fund, focusing on Jamaica's historical relationship with the IMF and reflecting on the domestic and international discourse surrounding the evolution of this relationship. Notably, this volume presents a critical analysis of Jamaica's first engagement with and departure from the IMF and interrogates the political economy of the period. Jamaica's economic experiences are assessed in the context of major global events, including the food price crises of 2007 and the global economic crises of 2008 and 2009. This book also looks at policy implications, and its well-researched analysis will be of great value to practitioners and policymakers as well as academics.

The authors of the narrative chapters represented in this volume have in common that they are dedicated to the realization of a critical, multicultural, democratic society. Individually, they are female and male, from diverse ethnicities, socio-economic class backgrounds, first language groups, religious and spiritual affiliations, and sexual orientations. They are professors of education, psychology, sociology, and communication as well as community activists. The stories that they share reveal the history of racism in this country over a fifty year period beginning in the late 1930s and continuing into the early 1980s. The stories are most diverse, and share what it was like growing up White during and after Jim Crow segregation, the Civil Rights Movement, and busing and integration. Thus, there is a history here of our country's racism yesterday and today. Inviting students to experience this history may encourage them to further explore its ongoing manifestations.

This Teacher's Guide accompanies In the Shadow of Race: Growing Up as a Multiethnic, Multicultural, and "Multiracial" American by Teja Arboleda. It has a twofold purpose. First, it facilitates K-12 and university faculty in situating Arboleda's book within the fields of race relations, multicultural education, and related disciplines. Second, it is intended to critique and problematize the book's content so that it can be used to stimulate critical thought, debate, and action oriented toward increasing social justice among its readers both inside and outside of the classroom. To facilitate use of In the Shadow of Race as a course text, topics for discussion included in this Teacher's Guide include the social construction of race; racial separatism versus diversity; racial, ethnic, and cultural identity development; the politics of racial categorization; mixed "race" peoples; cultural identity vs. identity by heritage; the concept of a "cultural home"; and changing identities within cultures. The Teacher's Guide is free to college faculty who adopt Arboleda's In the Shadow of Race.