I drew on information shared with me by my mother and grand uncles, now deceased, and my siblings and cousins. In addition, I found a few gems through targeted internet searches – yes the internet.
My initial research has lead me to the following conclusions:
my maternal great great grand mother’s name was Dianna; and
my safari will take me through Crooked Island, The Bahamas and Liverpool, England.
I located a story that involved Crooked Island, the then Governor of The Bahama Islands and 10 Downing Street, London. Fascinating right? It appears that the story in question took place when Dianna’s daughter was alive. While this may not be connected with Dianna, I am relying on my instincts which are “telling me” to research the Governor/10 Downing Street path. As far as instincts go, I am inspired by the Monarch Butterfly.
These butterflies 4,000+ miles migration span three countries (Mexico, The United States and Canada) and unfolds as follows:
In the spring, monarchs fly north from Mexico, and breed in the southern United States;
the next generation flies father north up through southern Canada and breeds again; and
Then in the fall the next generation flies all the way back to Mexico for the winter.
So I will follow my instincts. I intend to conduct additional desk research at the National Archives at Kew, Richmond, England. I am very hopeful that this will take me closer to my maternal home.
As always, I will keep you posted about my journey. If you have done this already then please feel free to share your story or any recommendations in the comment space below.
I have been inspired by many people over the years but most recently I was reminded about this intended safari after viewing a video clip from a movie I saw some years ago.
The blog was focused on words that were spoken by Actor Djimon Hounsou, while playing the character Cinque, in the 1997 movie, Amistad. Those words and the context in which they were spoken resonated with me once again.
So now I am up and moving, seeking the answer to the following question:
“Where is home of my maternal ancestors?”
I will keep you posted about my journey. If you have done this already then please feel free to share your story in the comment space below.
A permanent national Monument to the Windrush Generation was commissioned by the Ministry of Housing, Community and Local Government in the UK (now called Department of Levelling up, Housing and Communities) is expected to be unveiled at Waterloo Station, London today on Windrush Day, 22 June. The Windrush Generation originated from some of the then British West Indian Territories.
I take this opportunity to thank and honour those pioneers from that generation who made significant contribution to rebuilding the UK after the Second World War. My understanding is that they were humane, ambitious, intelligent, skilled, community mined and loved their country.
Well done to the Windrush campaigners and supporters who successfully secured this day and to the UK for honouring the Windrush Generation in this way.
Today, I will share an experience from last month.
On 16 October, I went on a quest in Central London, starting at Sloane Square. As you may be aware, Sloane Square is located in the Borough of Kensington and Chelsea.
Bus Stop in Sloan near Sloane Square Underground StationThe Venus Fountain, Sloane Square -“… consist of the kneeling figure of Venus in bronze holding a vase and pouring water from a conch shell …” Source: https://historicengland.org.uk/listing/the-list/list-entry/1391739
After viewing this bronze fountain of Venus I followed the instructions of my mobile phone’s “GPS app” and headed along King’s Road
Although King’s Road looked like a great place to get some weekend shopping but I was not on a shopping mission. The shopping mission will be shared on another post.
King’s Road is considered Chelsea’s trendy shopping street
It was a little wet so I moved along as quickly as possible trying to avoid the possible morning showers. I was hoping that these uninvited showers did not ruin my plans.
According to my “GPS app”, I was to continue straight along this sidewalk until I came across a street on the left with a familiar name. So I asked myself, “A familiar name?”
Public map of the area
Well, it is not that I do not trust the “GPS app” but I needed to confirm my location and bearing from my destination. So I stopped at the public map pictured above.
Having done that then it was “forward and onward!”
Smith Street
So the “GPS app” was right! Familiar indeed. Smith Street.
Smith Street (taken from the middle of the street before determined drivers entered from King’s Road)
The rain had now abated and I moved south along Street Street.
About 3 minutes later, there it was just to the right across the street … my destination.
I did not know what information was waiting for me inside but I was on a quest for family in Central London. This quest led me to the West Indian Soldier.
To be continued in “Part 2 – Exploring Central London … the quest for family”.
“On December 19, 2011, United Nations General Assembly adopted Resolution 66/170 to declare October 11 as the International Day of the Girl Child, to recognize girls’ rights and the unique challenges girls face around the world.
The International Day of the Girl Child focuses attention on the need to address the challenges girls face and to promote girls’ empowerment and the fulfilment of their human rights.
Adolescent girls have the right to a safe, educated, and healthy life, not only during these critical formative years, but also as they mature into women. If effectively supported during the adolescent years, girls have the potential to change the world – both as the empowered girls of today and as tomorrow’s workers, mothers, entrepreneurs, mentors, household heads, and political leaders. An investment in realising the power of adolescent girls upholds their rights today and promises a more equitable and prosperous future, one in which half of humanity is an equal partner in solving the problems of climate change, political conflict, economic growth, disease prevention, and global sustainability.” – (UN website: https://www.un.org/en/observances/girl-child-day)
Good day Joy and thank you for agreeing to this interview.
The 11 October is observed annually by the United Nations as the International Day of the Girl Child. As we observe this day, I would like for you to share your views on a few topics as a teenage student enrolled in high school.
Interviewer:In some countries including The Bahamas there are generally less teenager girls studying STEM (science, technology, engineering and math) subjects in high school and university. This results in fewer girls/women pursuing careers directly connected with STEM. Do you have any idea why and what can be done to change this?
Joy: Many girls in high school are not interested in those subjects. I myself find science and math in particular to be very challenging. Some of the main problems that affected the learning of mathematics were poor teaching and lack of facilities. We don’t get excited about numbers and formulas like the way we get excited about other subjects. We see math as irregular figures that are difficult to understand, and as for science I take biology, if I don’t want to study biology in high school why would I pick a career what requires me to study it more in college ?? I want to be a nurse but when I think about it, it’s not for me. Things like this really do mess up your career path.
Joy Knowles, Long Island, The Bahamas
Personally I feel like the best way to change this situation is for the teachers to change their attitude towards it. You can’t expect to be a teacher and want to have attitude when a student ask you to explain the topic more. If we don’t understand what you want us to do? That’s why you are here to make sure that we understand, to help us. Science and Math are already confusing. Try not to make it harder on us. Try to make learning fun, but us as students must also try to work along with the teacher it may be hard but we have to persevere. I think once you have a passion for these subjects in high school then it shouldn’t be no problem for you to pursue your career that are connected with those subjects .
Interviewer: On a scale of 1 to 100 with 1 being least important and 100 being most important, how important is it to you to have access to the internet in school and home to support your education?
Joy: It is 100% important to me to have internet access at home to support my education, because I want to graduate and excel in life, and if I don’t have internet access that will affect my attendance which will result in me not getting a high school diploma, and not graduating. I need internet to search for information related to curriculum, exams scholarships, universities etc…. Having access to the internet allows me to take charge of my education. If I don’t have internet access I feel like I will miss out on a huge educational opportunity, which will impact my future. The internet has been essential in the world today, everything is online now. I’ve realized that internet is no longer a luxury, but it’s now a basic necessity. I can’t begin to imagine my life without internet. Internet can improve the quality of education. It is the basic need of technological world, anything I need help with pertaining to school I can search the internet. I learn better off the internet compare to my teachers teaching me.
Interviewer: Do you and your female friends have any concerns about changes in the climate?
Joy: Yes, we do. We live in country, The Bahamas, where if global warming continues to occur, our country may cease to exist. We may be inundated with water. Also, global warming has strengthened hurricane intensity. We have experienced several major storms of Category 4 or higher in Joaquin which impacted my island and Hurricane Dorian which impacted Abaco and Grand Bahama. So, yes, we do have concerns with climate change.
Interviewer: Finally, is there anything that you would like added to your education experience that will help you or younger girls that are in secondary or primary school?
Joy: Yes, I would like for more Girls Seminars where issues concerning girls could be addressed in an open setting, and girls will realise that we all experience similar setbacks/joys. We can collaborate and learn from each other. We can strengthen each other. Also, there should be more vocational subjects added for girls who are not academically inclined. Subjects such as cosmetology, and sewing should be added where girls can learn a trade to ensure themselves an income post secondary school. These are a few things would like added to our education experience.
Theme for World Teacher’s Day 2021 – “Teachers at the heart of education recovery”
“World Teachers’ Day is held annually on 5 October to celebrate all teachers around the globe. It commemorates the anniversary of the adoption of the 1966 ILO/UNESCO Recommendation concerning the Status of Teachers, which sets benchmarks regarding the rights and responsibilities of teachers, and standards for their initial preparation and further education, recruitment, employment, and teaching and learning conditions. The Recommendation concerning the Status of Higher-Education Teaching Personnel was adopted in 1997 to complement the 1966 Recommendation by covering teaching personnel in higher education. World Teachers’ Day has been celebrated since 1994.” –(UNESCO website – World Teachers’ Day 2021)
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In this blog, we interviewed three education professionals about topics related to the theme for World Teachers’ Day 2021. The questions and participants are listed below (please click on the links to view/read their response):
Question for Yonell Justilien:
According to UNESCO Institute of Statistics, about 69 million teachers must be recruited to achieve universal primary and secondary education by 2030. What are three things you believe that education stakeholders can do to retain and attract teachers in The Bahamas?
The use of technology is expected to improve the efficiency and effectiveness of delivering services. As far as you are aware, have virtual classes improved the efficiency and effectiveness of the delivery of classes? In your view are students generally more at risk of being left behind? If so, then how and why?
What can local communities do to further support teachers during this COVID-19 pandemic?
What are some of the ways that teaching has changed for you and your colleagues since the beginning of the COVID-19 pandemic?
In your view, since the beginning of the pandemic, has there been a renewed appreciation of teachers and the role they play in supporting social and economic life of the bahamian society? Please explain.
By United Nations General resolution (A/RES/72/161) “[t]he … General Assembly proclaimed [and established] 23 September as the International Day of Sign languages in order to raise awareness of the importance of sign language in the full realization of the human rights of people who are deaf.”
In the following interview, we ask Mrs. Sonja Rolle questions about this international day and generally about people in The Bahamas who are deaf and hard of hearing.
Interviewer: Mrs. Rolle, thank you for agreeing to this interview. I believe that it is safe to say that you are part of the deaf community. How did you initially become introduced or connected to the deaf community in The Bahamas and how are you involved now?
Rolle: I was introduced to the Deaf and hard of hearing in The Bahamas while attending the College of the Bahamas in 1977. Presently I am the Principal of the only school for the Deaf in The Bahamas which is located in New Providence.
Interviewer: The Bahamas is comprised of multiple inhabited islands. Are there deaf people living on any other island besides New Providence? If yes then please share which islands and the number of people if you are aware.
Rolle: Yes, there are deaf living on other islands besides New Providence. In Grand Bahama there are about 4 students that are presently integrated in the regular school with one teacher of the deaf and a teacher’s aide. There are also deaf living on Eleuthera and Andros who are school age with special instructions. Other deaf have not been identified at this time because the proper screening is not available.
Interviewer: Is there a national organisation or regional organisations that connect deaf people in The Bahamas? And what about in the Americas? Are there any international organisations that connect the deaf community?
Rolle:The Bahamas has a National Commission for Persons with Disabilities that advocate for the needs of the Deaf.
Interviewer: Today, 23 September, is observed as International Sign Languages Day. What are some of the programmes or projects that the deaf community has organised this year to raise awareness of the importance of sign languages?
Rolle: Ms. Erin Brown who works at the Disabilities Desk at the University of The Bahamas, is working with the school with advertisements on television stations and social media.
Centre for the Deaf, Deaf Awareness Week – Church Service
Interviewer: According to the World Federation of the Deaf, there are more than 70 million deaf people worldwide and collectively they use more than 300 sign languages. Would you categorise sign languages as separate and distinct languages similar to English, Chinese Mandirin, or Yoruba? Please explain.
Rolle: Yes, sign language is a distinct language with its own syntax and semantics. It is learned naturally by the Deaf.
Interviewer: Is sign language respected as a separate language in The Bahamas or this region, the Americas?
Rolle: In The Bahamas sign language is considered a dialect or broken English.
Interviewer: Fernand de Varennes, the Special Rapporteur on minority issues said on 11 March, 2020 when presenting his latest report to the Human Rights Council in Genevan that “[c]hildren from linguistic minorities should be taught in their own mother tongue…”. Do you agree with this? To what extent is education (i.e. pre-school, primary, secondary, and tertiary level) being offered to deaf children using their mother tongue, Sign Language?
Rolle: I believe this to be true. My school started as an oral school where students were not taught sign language. Later we taught them using exact English. Today we are seeing the need to introduce our students first to their native language.
Chess Instructor – Kean Smith with students at Centre for the Deaf
Interviewer: If I was deaf and I use sign language as a means of communications, which government services will I be able to access using sign language? Does this provide deaf people with adequate access to public services?
Rolle: Presently there is one Deaf interpreter working at the Ministry of Social Services and Urban Development.
Interviewer: How has these limited services generally impacted the lives of deaf people through The Bahamas?
Rolle: It causes frustration especially to those who are unable to read and write.
Interviewer: Are there any institutions that offer Sign Language classes? When and where?
Rolle: Classes are offered by the Centre for the Deaf, Interpreter/ parent and the three churches that have deaf Ministries.
Interviewer: We are all living through the COVID-19 Pandemic. Was there and is there a need to provide targeted COVID-19 related communications for people who are deaf?
Rolle: Information related to COCID 19 was always in sign language by the interpreter working at Social Services.
Interviewer: In the view of the deaf community, are deaf people embraced or included as part of the larger bahamian society? I am specifically referring to social, economic and political inclusion of the deaf community as identified in Goal 10 of the United Nations Sustainable Development Goals. Are deaf people generally hopeful for meaningful change in the short term over the next 2-3 years?
Rolle: The simple answer is No, however we are making baby steps with the assistance of jobs and entry into tertiary education.
Interviewer: Thank you once again for agreeing to this interview. As we close, is there anything about this day or topic that you wish to share?
Rolle: The deaf and hard of hearing are still without a school/headquarters that they can call their own. Presently we are working out of rented facilities. The school’s committee is in the process of purchasing a building for this group.
Interviewer: Thank you and wishing you all the best with your plans and looking forward to us talking again soon.
Please feel free to direct any questions or comments to Kean Smith at kean@smithkas.com
It is likely that we will have a General Election before the end of 2021. Without fail friends and family ask the popular question … “Who are you voting for?”
I wish to change ask a slightly different question.
What three (3) things would you like to see achieved for all of us? Yes 3 things to improve all our lives.
Please feel free to share yours as a comment below or send me an email at kean@smithkas.com
Below is my list of three (3) which are not listed in order of priority:
Provide an adequate living wage adequate to maintain a reasonable standard of life in The Bahamas;
Decrease inequality in The Bahamas; and
Pro Domestic Land Ownership Policy regardless of age.
I take inspiration from all of the labourers who work in The Bahamas and have dreams for themselves and their families. Unfortunately, without earning a living wage, it is unlikely that those dreams will ever be achieved.
Decrease inequality
The Bahamas Living Conditions Survey 2001[2] reported that The Gini coefficient for The Bahamas was estimated at 0.57, which was probably the highest in the Caribbean. If we continue along this path of inequality, I believe that our quality of life will continue to spiral down and out of control.
Pro Domestic Land Ownership Policy
On 24 March this year the Prime Minister tabled a resolution in Parliament which would give “young Bahamian professionals ” between the ages of 18 and 45 years old access to affordable land in an upscale community in western New Providence.[3] If professionals with their education and salaries need assistance to access affordable land then skilled, semi-skilled and labourers need a policy change from “yesterday”.
