Marjorie Calixte-Hallworth, Ph.D.

The 2026 Fédération Internationale de Football Association (FIFA) World Cup marked Haiti's return to the men's tournament after a 52-year absence. Haiti did not advance from the group stage, losing 1-0 to Scotland, 3-0 to Brazil, and 4-2 to Morocco. Yet an evaluation based only on wins and losses would overlook the tournament's broader historical, social, and institutional significance. This scholarly reflective essay compares Haiti's World Cup appearances in 1974 and 2026 through historical analysis, contemporary reporting, oral testimony, and the author's firsthand attendance at Haiti's final group-stage match against Morocco in Atlanta. Drawing on theories of nationalism, diaspora, and sport, the article examines football as a site of national identity, diasporic belonging, political memory, and institutional responsibility. It argues that Haiti's 2026 participation temporarily assembled a nation dispersed across geographic borders, challenged international representations of Haiti centered primarily on crisis, and demonstrated the value of athletes developed through transnational professional systems. At the same time, the campaign exposed persistent weaknesses in domestic football development, institutional capacity, player preparation, governance, and the relationship among the Haitian state, the Fédération Haïtienne de Football (FHF), and the diaspora. Haiti's return was therefore historically meaningful, competitively incomplete, and institutionally instructive. Its lasting value will depend on whether Haitian institutions convert symbolic achievement into transparent, sustained investment in players, youth development, domestic competitions, infrastructure, and long-term planning.

Democratic systems are characterized by enduring tensions among core values such as freedom, justice, equality, and participation. While democratic theory has long acknowledged these tensions, they are often approached through either/or decision-making frameworks that contribute to polarization, institutional instability, and declining public trust (Dahl, 2001; Rawls, 2001). Drawing on polarity theory and the work of William J. Benet, this article examines the Polarities of Democracy framework as a conceptual approach to leadership and social change. The framework conceptualizes democracy as a dynamic system of interdependent values organized into five polarity pairs that must be managed rather than solved. Using a conceptual and theoretical methodology, the article situates the framework within democratic theory and systems thinking and analyzes its implications for leadership, governance, and public policy. The analysis suggests that unmanaged democratic polarities undermine democratic legitimacy, while intentional polarity management supports resilience, equity, and sustainability. The article concludes with leadership and policy recommendations for applying the framework in governance, civic engagement, and social change initiatives.

This article examines the crucial, yet frequently neglected, contribution of Haiti to the United States' quest for independence and territorial expansion. It explores Haiti's influence on U.S. foreign policy and economic strategies from a cross-national perspective, focusing on key historical events such as the American Revolution and the Louisiana Purchase. Despite Haiti's significant role, mainstream media and historical narratives have largely downplayed these connections, diminishing its impact on the U.S. trajectory. The article also contextualizes current issues, noting the racism faced by the Haitian Community in Springfield, Ohio. The discrimination observed today mirrors wider trends of marginalization and racial bias shaped by a lengthy history of suppressing Haiti's contributions to the American narrative. This analysis reveals historical truths and links them to contemporary racial dynamics, highlighting how systemic prejudice continues to obscure Haiti's legacy in the U.S.

The limited access to public secondary education in rural regions of Haiti has impacted children who want to pursue their education beyond the primary level. This generic qualitative study aimed to explore the perceptions of informed Haitian educators and other educators who were knowledgeable about the lack of access to public secondary education in rural Haiti, specifically through the framework of polarities of democracy theory. Data were gathered by conducting semistructured interviews with 20 educators who were situated in both Haiti and the United States. NVivo 14 was used to organize, code, and analyze the data. Thematic analysis revealed three themes: (a) the government prioritizes political and personal interests over rural residents’ education, (b) disparities need to be reduced between urban and rural areas, and (c) a revolution in education is needed to build more public secondary schools for rural residents. Public policy recommendations included investing in training rural individuals to create a database of academics who can meet local students’ educational demands. Positive social change can occur by enhancing governmental services, implementing strategies to revitalize the agricultural sector in rural regions, and promoting active participation of rural residents in shaping the design of public schools to ensure effective secondary education for their children.