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La Educación
Número: (116) III
Año: 1993

THE CARIBBEAN. Three major ideas permeate this chapter: (a) The “absence of great civilizations and the prevailing of conditions of production convinced newcomers that they would have to change their strategy” of obtaining advantageous commercial linkage with the New World; (b) The tragic history of “forced migration from the western coast of Africa” was the result of Bartolomé de las Casas’ desire “to protect the American natives,” and he was the one who made the “fateful suggestion that Spain import African slaves as a source of necessary labor” (through the British slave traders); and (c) Aboard “the ships [of Spain] came the way of life, the language, the creeds, and political institutions of contemporary Europe [and also] some sugarcane cuttings [that] altered the course of history” through sugar production.

Regarding Haiti, the headline summarizes the ideas of the authors: “Slave Republic, Voodoo Dictatorship,” forgetting his art, his music and concentrating on the ominous dominance of the Duvaliers (father and son) and the latest ousting of the newly elected president Jean Bertrand Aristide, “who espoused liberation theology and advocated far-reaching political and social change.”

The Dominican Republic is an “Unfinished Experiment” that, notwithstanding the efforts of Balaguer “to transform the Dominican Republic into a kind of Singapore,” would “continue to be what they have always been: a source of cheap labor and migrants to the United States.” At least, this is what the authors visualize.

Jamaica is a country of “Runaways and Revolutionary Socialism”; Puerto Rico, a kind of “Capitalist Showcase,” and the Lesser Antilles, the seat for the “struggle of the Micro-States.”