Consuming the U.S. Virgin Islands: Conservation and Education in America’s Paradise examines the relationship between conservation and public education on St. John, U.S. Virgin Islands where there exists no public high school. By interrogating Euroamerican conservation ideologies and policies, this project identifies the ways an expansive, continuous and layered American project of empire fosters the physical and intellectual displacement of the native people of St. John. The U.S. Virgin Islands’ status as an unincorporated territory of the United States provides for a catastrophic convergence of imperialism, environmental racism and consumptive tourism on the 19 square miles of St. John where more than two-thirds of the island belongs to the U.S. National Park Service. Territoriality frames the conflict around public education on St. John by revealing the ways in which federal institutions, such as the Department of Interior (responsible for administering the National Park Service and U.S. territories), exerting disproportionate measures of power operate to meet the demands of white colonial stakeholders rather than those of the local Black island constituency.
The “hidden” nature of American colonial possessions as “U.S. territories” coupled with an exploitative Caribbean tourism industry help to permanently fix islands like St. John as remote objects of consumption and desire for primarily white, non-native travelers. This reality produces what I call "the crisis of Paradise." For the U.S. Virgin Islands, patterns of leisure, extraction, and exotification that characterize the Caribbean as a whole destructively entangle with the territory’s moniker “America’s Paradise.” Through the interdisciplinary use of critical Black feminist ethnography, archival records and oral histories, this work explains how native Black people’s mobilization for a public high school for St. John attempts to resist the colonial effort to reduce the land and its people to mere entities of play, respite, and relaxation and, thereby, render them unfit for comprehensive, quality public education. This project enhances understandings of “American” public education and illuminates the ways social and political self-determination have always been at the center of Black people’s struggles in the West. / 2023-11-01T00:00:00Z
| Identifer | oai:union.ndltd.org:bu.edu/oai:open.bu.edu:2144/43250 |
| Date | 01 November 2021 |
| Creators | Samuel, Jessica S. |
| Contributors | Go, Julian, Phillips, Sarah T. |
| Source Sets | Boston University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
| Rights | Attribution 4.0 International, http://creativecommons.org/licenses/by/4.0/ |
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