Project Background

From 1915-1934, the US occupied Haiti and framed their occupation as a way to bring stability to Haiti. In reality, they tried to benefit from Haitians solely as laborers and even went to the extent of trying to steer young Haitians towards agricultural schools. How did the occupation of the United States between 1915-1934 influence the trajectory of Haiti’s education system?

Methodology

To start answering my question, I will analyze a variety of factors. Firstly, I will delve into the educational policies themselves, examining their intentions and implementation strategies. This will involve examining official documents, educational policies, and contemporary accounts to gain insights into the objectives and actions of the U.S. administration. Secondly, I will assess the repercussions of these policies on Haiti's curriculum, pedagogy, and institutional framework. By examining historical records and scholarly literature, I hope to uncover how these aspects of education were reshaped under U.S. influence. Lastly, I will evaluate the long-term consequences of the U.S. occupation on Haiti's educational landscape, including issues of dependency, cultural erasure, and institutional resilience. By understanding these legacies, I aim to contribute to a deeper understanding of the complex dynamics that continue to shape Haiti's educational system today.

Objectives

My objectives for this project are to analyze the educational policies and initiatives implemented by the U.S. occupation authorities in Haiti between 1915 and 1934 and the reaction from the Haitian government civilian population to these policies. I also want to compare and contrast the evolution of Haiti's  curriculum before and after the occupation to explore the extent to which the U.S. government aimed to align Haitian education with American interests, particularly in relation to labor exploitation and economic agendas.