African American Cuba International Relations

Decent Essays
Cuba Foreign Policy and Relations

African blood flows freely through our veins. Many of our ancestors came as slaves from Africa to this land. As slaves they struggled a great deal. They fought as members of the Liberating Army of Cuba. We’re brothers and sisters of the people of Africa and we’re ready to fight on their behalf! – Fidel Castro, 1975

The blood ties between Cuba and the African continent are undeniable and irrefutable. Forged during the massive forced migration of enslaved Africans to the island to the emancipation of Africans during the fight against Spanish colonization, the presence and role of African descendants in Cuba is significant to Cuban society, culture, and identity. It is this kinship that lies at the foundation
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While internationalization, through rhetoric, is toted as a means of producing, disseminating, and applying knowledge beyond national borders, Western models of internationalization within higher education engenders the reproduction of oppressive world orders that place Europe, the United States, and Canada at the top of academic food chain and developing (formerly colonized and continuously exploited) nations at the bottom. Altbach & Knight (2007) present the motivations, expectations, and realities of internationalization of education within the context of rapid globalization. Touching on the expansion of volume, scope, and complexity the international activities of universities over the past two decades, Altbach & Knight emphasis the integral part that globalization plays in pushing higher education towards international involvement. Society has entered a phase in technological advancements underscore the necessity of knowledge production and ownership. Altbach & Knight describe globalization and internationalization with the rhetoric of economists, emphasizing that both phenomena are situated within and are perpetuated by demands and supplies of knowledge and service. Moreover, and perhaps most importantly, internationalization and international academic mobility are characterized as favoring “well-developed” education systems and institutions – “well-developed” synonymous with global north, Western nations. Focusing heavily on the reality of globalization, Altbach & Knight present the United States, Canada, and Europe as in control in the means in which internationalization in higher education functions and operates – presenting a problematic continuation of colonialism as well as a breeding ground for the expansion of global inequities and
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