Open Source Archives

We strive to facilitate interdisciplinary collaboration and the implementation of progressive and  participatory research methods, with the goal of generating tangible, durable changes in the way research about Haiti is conceptualized, implemented and applied.


Research Hub & Open Source Archives

EKO HAITI Research Hub is a research and knowledge mobilization platform focused on creative, collaborative and interdisciplinary research and associated research-based learning. We aim to become the intellectual “home” for research about Haiti by creating and providing open access to the largest crowdsourced research archive dedicated to Haiti, by fostering cross-disciplinary research and innovation, and by providing support for progressive research in the form of contextual expertise and training.

“The trees fall from time to time, but the voice of the forest never loses its power. Life begins.”

Jacques Alexis, Les Arbres Musiciens (Paris, 1957)
Haiti is the birthplace of a rich literary heritage that deserves more attention. Haitian authors open a window into this Caribbean nation’s vibrant culture and tumultuous history.

EKO HAITI collections include all works, published and unpublished by Anthropologists Gerald Murray, Glenn Smucker and Timothy Schwartz
Dedicated to the late great, Kreyolicious (Katheline St. Fort), our photographs archives holds a large collection of images dating back to the late 1800's .
40 years of development reports, evaluations and survey databases many of which are not publicly available, are buried in drawers, closets, private libraries of NGOs and government donors.


Oral histories are a powerful tool in developing historical understanding

Oral history offers an alternative to conventional history, filling gaps in traditional research with personal accounts of historically significant events or simply life in a specific place and time. Oral histories do more than provide charming details to dry historical accounts. In fact, oral histories help others recapture lived experiences that are not written down in traditional sources.

> Transcripts archive

" Bwa pi wo di li wè lwen, men grenn pwomennen di li wè pi lwen pase l "

The tallest tree says that it sees far, but the seed that travels says that it sees even further.



As an independent institute, we rely on crowdsourcing and donations to continue expanding the depth and scope of our archives.  Your contribution enable us to provide open access to a vast collection of ethnographic and research material which in turn aims at fostering further research and contribute to a better understanding of the country.

This article argues that Haiti’s French-dominant school system is an impediment
to the nation’s development, whereas Haitian Creole-dominant education
will lay the foundation for long-term development. In that Caribbean country,
95% of the population is monolingual in Haitian Creole while the portion that
additionally speaks French does not exceed 5% with an additional 5–10% having
some receptive competence (Valdman 1984: 78; Dejean 2006). Even though
French is the language of the school system, as many as 80% of Haiti’s teachers
control it inadequately and only a minority of students completes school (Dejean
2006). Economic, historical, sociolinguistic, and demographic factors are a part
of the explanation for Haiti’s low educational achievement. Another important
but often ignored factor is educational language policy. Data on educational language
policy compared internationally show that the use of a second language in
schools correlates with high illiteracy rates and poverty (Coulmas 1992). I reject
arguments in favor of maintaining French-dominant education in Haiti (Lawless
1992; Youssef 2002; Francis 2005; Ferguson 2006, etc.) because the resources for
it are woefully lacking. I argue that the progressive promotion of Haitian Creole
throughout Haitian education will lead to improved learning, graduation, and
Creole literacy, in addition to a more streamlined and coherent State, economy,

and society (Efron 1954; De Regt 1984; DeGraff 2003; Dejean 2006). As Haiti
rebuilds after the earthquake of January 12th, 2010, aid workers, government
employees, and researchers who get involved in the recovery also unsuspectingly
perpetuate French, English, and Spanish hegemony in development work
(DeGraff 2010). The long history of suppressing Haitian Creole and promoting
French in education and administration — and French, English, or Spanish
in development work — form underlying obstacles in the nation’s struggle to
produce an adequate class of educated citizens, to achieve universal literacy, and
to make socioeconomic progress.