CARIBBEAN EXAMINATION COUNCIL

CARIBBEAN ADVANCED PROFICIENCY EXAMINATIONS

INTERNAL ASSESSMENT

CANDIDATE NAME: MARK SINGH

CANDIDATE NUMBER: 090003
CENTRE NAME: ANNA REGINA SECONDARY SCHOOL
SUBJECT: communication studies
CENTRE NUMBER: 090003
TERRITORY: Guyana
Year of examination: 2022

Acknowledgement
Contents
Acknowledgement.......................................................................................................................................2
Theme..........................................................................................................................................................4
Statement of issue........................................................................................................................................5
General introduction....................................................................................................................................6
Preface.........................................................................................................................................................7
Reflection....................................................................................................................................................8
Analysis.......................................................................................................................................................9
References.................................................................................................................................................10
Appendicies...............................................................................................................................................11
Theme
Theme- Racial Discrimination
Topic- An investigation into racism against Amerindians in Guyana.
Statement of issue

Racist attitudes and behavior against Amerindians in Guyana continue to be a serious and ever-
present issue. Much of the discrimination and harassment against Amerindians is rooted in the
historical legacy of colonialism and the policy of assimilation that was part of the
implementation of the national ideology. This policy promoted the notion that Amerindians and
other non-Europeans were inferior to Europeans and that it was necessary to assimilate them into
White Guyanese culture. The policy of assimilation resulted in the marginalization of
Amerindians, who were encouraged to assimilate into White Guyanese culture but were not
provided with the resources to do so. Guyana is a small South American country located on the
northern coast of South America. The majority of Guyana's population consists of indigenous
Amerindians, who historically account for nearly 90% of the population. The Amerindians of
Guyana, especially the Amerindian communities of the interior and Amazonia, have long been
the target of racial discrimination from the European-derived population of Guyana. This racial
discrimination has manifested itself in a variety of ways, such as the sidelining of Amerindian
voices in the country's political process, the under-representation of Amerindians in positions of
power, and the tendency for the health and education systems to be underfunded by the
government for Amerindian communities. The citizens of Guyana have only focused on the
other races more than the Amerindians. The Amerindians have suffered greatly under the hands
of the other races in Guyana. The Amerindians have been pushed aside and ignored, causing a
majority of them to live in poverty and without a home. The Amerindians have been denied their
rights as a people, and have been forced to live in squalor.
General introduction
This portfolio focalizes on the theme of “racial discrimination”. Its objective is to investigate
racism against the Amerindians in Guyana.

To begin with, the expository section will deliberate on how racial discrimination against the
Amerindians has affected their lives in the country Guyana. In order to acquire the data required
for this study, the researcher will assess both primary and secondary sources of data relevant to
the topic; the information ascertained will be presented in an expository speech which will seek
to address and elucidate on the key areas of concern in this study. Moreover, a reflective piece
titled Hipster racism will be presented in the form of a cartoon. It will portray the effects racism
has on the Amerindians.

Furthermore, the researcher studies racial discrimination against the Amerindians in Guyana is
an objective in the CAPE Caribbean studies subject thus from this, the researcher will attain
more knowledge on racial discrimination and he can gain more insight by investigating racism
against the Amerindians in Guyana at first-hand experience. Therefore, this study can provide
more knowledge and understanding for a better insight of the topic.

In addition, the researcher finds this topic intriguing since he is an aspiring Human rights officer
for his country Guyana. The researcher’s employment prospects will be affected by this,
Ultimately, the researcher wishes to educate himself and understand the racism against the
Amerindians in Guyana, for the sole purpose of enlightening others. His vision is to eradicate
racism from not only the Amerindians but other cultures as well in Guyana.
Preface

To begin, the reflective piece is a cartoon entitled “hipster racism” the cartoon depicts many
scenes which highlights the. Additionally, this genre was chosen because unlike prose and poetry
it’s not open to interpretation by the audience. The audience will be able to keep track of the
narrative and supporting details through the use of cartoon characters, text bubbles and visual
settings.
Furthermore, this piece seeks to appeal to Guyanese of all ages.

Ultimately, this piece can be posted on social-media platforms like Instagram and Facebook to
be available to the younger generation because they are daily users of such platforms. Ultimately,
this piece can be uploaded to social media platforms such as Facebook and Instagram for it to be
available to the younger generation.. Additionally, it can be published in textbooks so that
children can be educated on this topic. It can be published in newspapers, like Kaieteur News so
that the older selection of population who utilizes print can access the cartoon.
Reflection
Analysis

The cartoon-“Hipster Racism”- depicted how Guyanese students are enlightened by two individuals from
the Amerindian ethnicity who shared their experiences with hope for the spread of awareness of the racial
injustice they face, that it could be eradicated. Both dialectal and commutative behaviors were employed
to effectively portray this idea.
To begin, dialectal variation was used by Miss Shelly, “aye bai you hear them buck people fighting fuh
them rights again?” versus “Good morning… for this topic”. Firstly, mesolect was indicated by the
reduplication of ‘rich’ to emphasize that they think the Amerindians want to very affluent. Additionally,
‘going to’ was replaced by ‘gon’ and ‘gon’ was placed before the verb to form future tense. Sally
transitioned through the creole continuum when she spoke moselect with her co-worker and acrolect
“Good morning…for this topic” with her students’ to show her flexibility with Guyanese creole.
Moreover code switching was evident where Mr. and Mrs. Dakota changed from native language,
“osiyo” Cherokee to English. Suggesting they are comfortable with both. This dialectal variation allowed
the audience to feel a sense of belonging to the Native American identity and appreciate the Guyanese
culture.
Moreover, many forms of communicative behaviors were employed. The intimate spacing-proxemics-
between Mr. and Mrs. Dakota suggested the close bond they shared. Additionally, the teacher, students
and Mr. and Mrs. Dakota were seen standing close to each other, indicating a sense of togetherness.
Moreover, body language- body posture and movement, was noted when Miss shelly and her co-worker
in the second scene were laughing holding her stomach down with her hands and the co-worker covering
his mouth from all the laughter. Also, the facial expressions of the Teacher and the male student- one was
annoyed while the other has a frowned face with a sad expression- showed relief that the visitors finally
left. Additionally, both the students were attired in school uniforms- dress- which helped to identify them
as students whereas Mr. and Mrs. Dakota were attired with their native clothing to also identify them as
Amerindians. Ultimately communicative behaviors served to enhance the delivery of the overall purpose
of the cartoon to the audience.
References
Appendicies