HIV prevention

The following Report, Securing our Future: Lessons in HIV prevention for girls and young women (Jamaica) is a follow-up to the ‘Report Card on HIV Prevention for girls and young women, Jamaica’ (2006).

It presents current data on key points raised in the Report Card, outlines the recommendations of youth, from the National Youth Declaration, for addressing the gaps and challenges raised by the Report Card, and evaluates the data to justify the current value and importance of the Report Card.

The general position of the Report is, improving and increasing actions on HIV prevention for girls and young women is critical because “women are not only being infected with HIV more frequently than men, they are becoming infected at a younger age. The numbers of new infections peak among women between the ages 15 and 25 years, while for men this peak occurs a decade later, between 25 and 35 years old” (Mann & Tarantola: 1996).

Based on this situation, an absence of HIV prevention actions for girls and young women translates to an insecure and unsustainable future for all Jamaicans.

Educational Coaching

Over the past week the quality of education has taken center stage in the Jamaican media, with the Minister, Andrew Holness chiding elementary/ primary school teachers for the general ill-preparedness of students for secondary schools.This news comes at the dawn of Jamaica’s presentation of a status report on its achievements towards the Millennium Development Goals (MDGs).

MDGs

The Minister’s chiding must come as a surprise to many educators and Jamaicans generally, who have been convinced since the 1980s, when I was a child and growing up, that our education system was superior to even the US. I grew up thinking that there was nowhere around the world where I could get better–a long standing misconception stimulated by the so-called universal elementary access. That was such a Big joke that almost 30 years later we are caught running with our tails between our legs and the dear Minister scrambling to modernize the system that has doomed so many youth.

Before proceeding with my article, I feel it important to articulate my background in education, as it will help you to better understand where my views on this matter are coming from. I am a third generation educator, sprung from a grand mother, mother and aunts who are trained and practiced Jamaican educators. Aside from Jamaica’s so-called universal access, I have always been (un)fortunate to have a household of educators whose interest was tied up with me believing the fabled best quality education. It did not take me long to unravel the myth–as soon as I commenced secondary level education I began to see more clearly–educational success was for the socially privileged, and many of us who dared to make ourselves an anomaly by being too bright, faced the humiliation of teachers  or the lack of will from our parents.

I always wondered why my mother never attempted to help me with maths–”I never went to high school,” “I didn’t do CXC,” she would say. Let me tell you, it was disappointing to hear my mother give these excuses–after all, I was a child who was half her age, with no experience other than primary school and I was able to clear the ominous mathematical clouds, yet she, with her experience preparing youth up to grade six could not help me to figure it out. I was not fearful of calling her mediocre, a label which I gave to many other teachers I later encountered.

So you can imagine that the latest move by the new Minister, in chiding educators, came like music to my ears. “Finally,” I said, “someone at policy level has begun to see more clearly.” But, on closer scrutiny, I realized that the Minister wants to see significant improvements in the education system, while ignoring the need for wider social changes. From the Minister’s statements, captured across the print and electronic media, he espouses that schools, although miniatures of the society, should not reflect its ills. They should therefore be exemplary– a lighthouse in a foggy dawn. Schools are therefore miniatures of what our society ought to be.

Social Stratification

At a press conference at Jessie Rippol Primary, the Minister proposed that those students who are not found to be academically inclined should be placed in schools to promote skills development. This functionalist sees social stratification as normal and natural, modernizing it as a means for ensuring that ‘the most talented and able members of society are allocated to those positions that are functionally most important for our society.’ Education is then the ‘providing ground for ability and hence the selective agency for placing people in different statuses according to their capacities.’ (Haralambos & Holborn, 2000).

Despite the need to keep stratification in tact, the Minister has a desire to reflect the liberal ideals of a progressive education system, which serves the needs of the people and fulfill the expectations of a modern democracy, especially under the watchful eye of the UN. For me it’s like playing with a three card man–there’s no way to win, as a progressive education system is the antithesis of social stratification, which the Minister will retain with his proposed screening system. A word of mouth liberal and die hard functionalist, his arguments are indicative of an ideal in which schools function like the future society–the place of choice to live, work, raise families and do business, and where all the social classes accept and are satisfied with where they are placed.

While the Minister acknowledges, through his delivery of Grades F to various schools, that the hidden curriculum contributes to failings, he does not seek to examine the hidden curriculum as something that is functional to society–a covert contract handed down from the society to maintain stratification and the status quo. He proposes that we execute individual assessment of schools and teachers, which inevitably labels them the culprits of failure, rather than the society that infiltrated and intimidated them with its own hidden code on the treatment of people of specific social classes.

I therefore extend a word of caution to the Minister–the whole is the sum of its parts. The education system is merely one part of the whole, which reflects and maintains all the ills that exist within our society–class and colour prejudice and priviliging, abuse, crime and violence, self-hate and skin bleaching, and expectations of failure. To change the education system we must change our society, because it is the whole that influences its parts. We therefore need a multisectoral approach involving private, public, and community entities that are committed to and supportive of wider social changes.

Fort Augusta Adult Correctional Centre (entrance)

I recently concluded a series of human rights workshops with inmates at the Fort Augusta Adult Correctional Centre,  located in Portmore, St. Catherine (Jamaica). The experience has left me hopeful–on account of participants’ enthusiasm to learn about human rights and quickly apply their newly honed skills to secure better living standards and quality of life; as well as institutional leaders’ enthusiasm to obtain materials and demand that workshops be designed for them as well.

Over the duration of my visit I have sought to: impart knowledge about human rights, advocacy, the Access to Information Act, networking and communications, leadership, conflict, group development, and participatory governance; transfer skills in: leadership, advocacy, and networking and communications; and gather data about inmates’ experiences realizing their economic and social rights (ESR), as well as the preparedness of Fort Augusta for development and participatory governance, via large group discussions, surveys, face-to-face conversations, and general observation.

View of Rehabilitation Unit and Training Rooms at Fort Augusta

It was quite encouraging finding that both the inmates and staff were interested in learning about human rights, not merely in order to protect themselves, but to better serve the Fort Augusta community. In fact, in conversations with institutional leaders such as the superintendents, assistant superintendents, and officers, I was asked to use my findings to help them lobby for and integrate a human rights approach in their work. Critical human rights tools were requested and disseminated to institutional leaders and inmates, and I was given the charge, by inmates and Superintendent Pitter to advocate to the Ministry of National Security (MNS) and the Department of Correctional Services (DCS) to take their human rights challenges seriously and consider mainstreaming it within the institution. To fulfill this charge, I must now assume the role of advocate in order to represent the issue to the various stakeholders.

In addition to universal education about human rights, which staff and inmates had consensus about. Inmates also noted that particular situations needed urgent attention if the institution was to be seen as fulfilling their fundamental rights as laid out in the: Standard Minimum Rules for the Treatment of Prisoners, Basic Principles for the Treatment of Prisoners, and the Corrections Act (Jamaica). The major complaints of the inmates are listed below:

1. Absence of a decent and routine family day–We don’t get to touch our kids, even if they visit. Of the 19 participants who were present at the Assessment Workshop, 10 were mothers who attested to not seeing their children in over one year. Of the 10 inmates who had not seen their children, at least six of them are Jamaicans, who have children in the island. The inability to see children is worsened by the fact that telephone calls to children are only permitted during the week and at hours when they are at school,
2. Roach infestation–I work in the kitchen and both it and the laundry area are infested with roaches. Even the seasoning for the food has roaches in it,
3. Rat infestation–the rats are very big, the size of mongooses, and they are in our dorms. We can’t sleep at nights,
4. Absence of toilet and shower facilities–there are no toilets and showers in the punishment block. We have to use buckets to defaecate in. I was there for about two consecutive months and I had to use newspapers as my toilet. People pass on the outdoor of the block and see us while we bathe inside,
5. Inadequate access to medical care–persons with medical conditions and illnesses  don’t get to see a doctor until at least one month after reporting the problem. There are persons with toothache who can’t see the dentist. I have had this condition on my foot since November, and four months have lapsed since I reported it. It is worsening but I can’t get the attention of a doctor,
   
6. Inability to realize all our rights to visitors–We are short changed or our visit times, as we are allowed five minutes rather than the regulated 15 minutes. Further, only three individuals are allowed to register to visit an inmate at a time, which takes six months to process for eligibility. If there are unforeseen circumstances, like loss of employment, which impair registered visitors, the inmate will have to wait another six months before a new batch of visitors are eligible. Inmates often times do not get their special meals during holidays like Christmas, on account of this situation,
7. Lack of privacy when inmates get visitors–An officer is always there, which makes it quite difficult and uncomfortable to talk with family and get emotional support,
8. Inadequate access to telecommunications–there are three phone booths and only one is working. This situation has made it very difficult to keep in touch with family, as two dorms comprising of a maximum of 28 inmates are allowed to use the sole functioning phone. Jamaican nationals get two minutes conversational time, and non-Jamaicans get five minutes, which expires by the time the connection is made overseas,
9. Slow processing and transfer of funds–foreigners have difficulty getting their money, which is sent by relatives. One British national noted that her brother had sent her cash (pounds) in a letter in September 2008, from which she was given the letter, but not the cash. On contacting the prison administration she was told that the money was lodged and is being processed. Since being told that she made three official requests (in writing), after which she was told that she should wait for them to contact her. Six months have now passed and the money has not been given to the inmate,
10. Unavailability of nutritious food–the tuck shop supplies only sweet juices and snacks, which does not encourage a healthy diet for our physical development and monthly nutritional needs,
11. No remuneration for employment within or outside the institution
12. Lack of access to grooming tools
13. Lack of uniformity of treatment of inmates by officers

Inmates maintaining Fort Augusta's Grounds

These challenges are certainly not insurmountable, and I believe that the stakeholders of Fort Augusta–Major Reese (Permanent Secretary, MNS), Dr. Edwards-Kerr (Director, Monitoring and Evaluation Division, MNS), Mrs. June Jarret (Acting Commissioner of Corrections, DCS), Mrs. Mabel Morris (Inmate Welfare Coordinator, DCS), Mrs. Sylvia Passley (Rehabilitation Coordinator, DCS), Mr. Courtney Gordon (Education Coordinator, DCS), Superintendent Kelly (Fort Augusta), Superintendent Pitter (Fort Augusta), Assistant Superintendent Schloss (Fort Augusta), Corporal Appleton (Fort Augusta), and Fort Augusta inmates–have the right attitude for development. I can’t wait to see the outcome of my charge, to advocate for the institutionalization of human rights at Fort Augusta–What a model this would be for Jamaican communities,  Fort Augusta: Prepared for Development!

Leaving Fort Augusta (with the prison behind this is the road ahead)

Queen Nanny of the Maroons (Jamaican $500 bill)

Quao’s Act gave the Jamaican Maroons, freedom and autonomy to govern their lives and community, independent of the Jamaican or any other external government. This Act positions them in a very unique socioeconomic and cultural space–where land taxes are not paid, as is the case of  the Moore Town and Scots Hall Maroons, and until recently, the Charles Town Maroons, through their Council,  policed their community and tried criminals in indigenous courts for all crimes, except murder.

Respect Yourself, Know Your Rights, JFJ

My education workshop on socioeconomic rights and justice, facilitated at Asafu Yard in Charles Town (Buff Bay), Portland on Saturday, March 7, 2009 was rather inspiring. Discussions revealed a desire to lobby for the reinstatement of the Maroon Police and Judicial System as a solution to community crime  and police brutality. The arguments in favor of this system included:

1. Need to curtail petty crimes, especially theft, which has become a nuisance to residents, and is perpetuated by residents from within the community,
2. Need to protect young men from the community who are frequently abused by the state police during community patrols,
3. Need to re-establish their right to autonomous governance over certain matters, as laid out by Quao’s Act,
4. Need to re-establish an effective, accountable, and transparent police and judicial system, which is respectful of Maroon rights and culture,
5. Need to elevate meritocratic and servant leadership models as the acceptable governance styles and practices–these are in stark contrast to the elective approach, typical of partisan politics and the appointment of the Member of Parliament.

Quao's Act, Jamaica

Captain Richard Irving, leader of the young farmer’s association is hailed by Colonel Frank Lumsden as a true servant leader–he strives to build the community; is dedicated to the growth of people; is aware of his strengths and capabilities, as well as the strengths of others; is futuristic; persuasive; has foresight; is a confidante; healer; listener. In plain language, he gives selflessly to Charles Town.

Maroon Museum (side view) from Asafu Yard

With such leaders sitting on the Maroon Council, Charles Town intends to advocate for the reinstatement of their police and justice system. Participants at the workshop commenced preliminary discussions about the ensuing community mobilization, advocacy and policy development activities that would be required–The idea of working collectively to solve local security challenges and justice issues was endorsed and encouraged by George Williams, Justice of the Peace in Charles Town and Pastor at a local church. He articulated confidence in the Maroon Council’s ability to provide accountable and transparent leadership, which he says is currently a dream in contemporary Jamaican politics.

A Dedication to Maroon Culture: Asafu Yard and Museum

Through my workshops, I attempt to encourage community leaders to participate actively in the governance process–something the Maroon Council has been doing since the 17oos, when Jamaica was a slave outpost. Maroon sovereignty resulted in the establishment of an indigenous governance system, which predates Jamaica’s independence by almost 200 years. With the passing of time and changes in the socioeconomic and political dynamics of Jamaica and the world, the Maroon Council has lost much of its influence and strength,  resulting in growing non-compliance to decisions and judgments and increased interventions by state police in local issues.

Musket used in Maroon War, Jamaica

The Justice of the Peace believes that Charles Town residents are resilient and creative people who, through their rich history, have provided model leadership and governance–unmatched in Jamaica today. National Heroine Nanny of the Maroons is an icon of African femininity in the West–her cauldron, which is still a source of Maroon inspiration, warms the spirits of today’s leaders, Colonel Lumsden and Captain Irving, who desire to demonstrate, through the Maroon Council, a model community governance system.

Nanny's Cauldron was deadly to Redcoates, but protected Maroons

What Is Music 2.0

Music 2.0 is revolutionizing the entertainment industry in ways that were previously unimaginable. Gone are the days when music was marketed on the basis of scarcity. Such approaches are merely relics, which will die in the face of networking via the personal computer (PC) and telephone.

Music 2.0 presents opportunities for fair play and equity in the industry; enabling independent and established artists to be promoted, played, and judged largely by their personalities rather than the investment of record companies. Independent and emerging artists are, therefore, liberated from the challenges associated with ethnocentrism and payola.

From Scarcity to Abundance

The future of music is in the hands of every single individual who has access to the Internet–a large number of whom are riding the ‘Web 2.0 Express’ (using social networking utilities, blogs, etc.) to share content and interact with friends. This is fertile ground for artists and other content creators to attract fans to their personalities–selling much more than a song, album, book, video, magazine or souvenir; and marketing themselves as articulate and multi-talented individuals with strong interpersonal skills.

The possibilities presented to artists and other stakeholders, by Music 2.0, are phenomenal. Check out the following presentation by Media Futurist, Gerd Leonhard.

‘Music 2.0 artists’ attract attention to themselves and their music by using multiple networking and communications channels, which increase access to their content. They share content with end-users, making it abundant and available for copy and distribution at the click of a button–Bye, bye corporate intermediaries…record companies, distribution outlets, and broadcasting and advertising agencies; Hello low cost, content rich, collaboration-oriented and interactive communication.

First on board the ‘Music 2.0 Express’ in Jamaica are the independent and emerging artists, many of whom are neglected by mainstream media. Now, their beautiful melodies can be found in the public and private spaces of music end-users located all over the world. To captivate a meaningful section of this global audience though, Jamaican artists must build their technical and social skills, which are critical for sustainability and success on the ‘Music 2.0 Express’. This is promotion that payola can’t buy.

ReverbNation.com is a Music 2.0 company that is responding to the changing music business paradigm…providing innovative marketing solutions that musicians need to compete, cooperate, and differentiate in an increasingly noisy online environment. Unlike typical “closed” communities, artists use ReverbNation as their home base for approaching marketing and promotion across the Internet as a whole…

Check out the following clip of a RevebNation Tour.