Download Free The West India Colonies Book in PDF and EPUB Free Download. You can read online The West India Colonies and write the review.

This book covers the changing preference of growing sugar rather than tobacco which had been the leading crop in the trans-Atlantic colonies. The Sugar Islands were Antigua, Barbados, St. Christopher, Dominica, and Cuba through Trinidad. Jamaica has been by far the major producer of sugar, but The Lesser Antilles had the advantage of a shorter sea trip to deliver produce and rum to the European Markets during the 18th and 19th Centuries.
Winner of the 2018 Gordon K. and Sybil Farrell Lewis Award for the best book in Caribbean studies from the Caribbean Studies Association This book tells a distinct story of Indians in the Caribbean--one concentrated not only on archival records and institutions, but also on the voices of the people and the ways in which they define themselves and the world around them. Through oral history and ethnography, Lomarsh Roopnarine explores previously marginalized Indians in the Caribbean and their distinct social dynamics and histories, including the French Caribbean and other islands with smaller South Asian populations. He pursues a comparative approach with inclusive themes that cut across the Caribbean. In 1833, the abolition of slavery in the British Empire led to the import of exploited South Asian indentured workers in the Caribbean. Today India bears little relevance to most of these Caribbean Indians. Yet, Caribbean Indians have developed an in-between status, shaped by South Asian customs such as religion, music, folklore, migration, new identities, and Bollywood films. They do not seem akin to Indians in India, nor are they like Caribbean Creoles, or mixed-race Caribbeans. Instead, they have merged India and the Caribbean to produce a distinct, dynamic local entity. The book does not neglect the arrival of nonindentured Indians in the Caribbean since the early 1900s. These people came to the Caribbean without an indentured contract or after indentured emancipation but have formed significant communities in Barbados, the US Virgin Islands, and Jamaica. Drawing upon over twenty-five years of research in the Caribbean and North America, Roopnarine contributes a thorough analysis of the Indo-Caribbean, among the first to look at the entire Indian diaspora across the Caribbean.
This pioneering history of the Dutch Empire provides a new comprehensive overview of Dutch colonial expansion from a comparative and global perspective. It also offers a fascinating window into the early modern societies of Asia, Africa and the Americas through their interactions.
The first comprehensive, comparative account of nineteenth-century America's efforts to resettle African Americans outside the United States.
Subject Lessons offers a fascinating account of how western knowledge “traveled” to India, changed that which it encountered, and was itself transformed in the process. Beginning in 1835, India’s British rulers funded schools and universities to disseminate modern, western knowledge in the expectation that it would gradually replace indigenous ways of knowing. From the start, western education was endowed with great significance in India, not only by the colonizers but also by the colonized, to the extent that today almost all “serious” knowledge about India—even within India—is based on western epistemologies. In Subject Lessons, Sanjay Seth’s investigation into how western knowledge was received by Indians under colonial rule becomes a broader inquiry into how modern, western epistemology came to be seen not merely as one way of knowing among others but as knowledge itself. Drawing on history, political science, anthropology, and philosophy, Seth interprets the debates and controversies that came to surround western education. Central among these were concerns that Indian students were acquiring western education by rote memorization—and were therefore not acquiring “true knowledge”—and that western education had plunged Indian students into a moral crisis, leaving them torn between modern, western knowledge and traditional Indian beliefs. Seth argues that these concerns, voiced by the British as well as by nationalists, reflected the anxiety that western education was failing to produce the modern subjects it presupposed. This failure suggested that western knowledge was not the universal epistemology it was thought to be. Turning to the production of collective identities, Seth illuminates the nationalists’ position vis-à-vis western education—which they both sought and criticized—through analyses of discussions about the education of Muslims and women.