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Heritage Education — Memories of the Past in the Present Caribbean Social Studies Curriculum: a View from Teacher Practice Issue Date: 2019-05-28

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Heritage Education — Memories of the Past in the Present Caribbean Social Studies Curriculum: a View from Teacher Practice Issue Date: 2019-05-28 Cover Page The handle http://hdl.handle.net/1887/73692 holds various files of this Leiden University dissertation. Author: Con Aguilar E.O. Title: Heritage education — Memories of the past in the present Caribbean social studies curriculum: a view from teacher practice Issue Date: 2019-05-28 Heritage Education — Memories of the Past in the Present Caribbean Social Studies Curriculum: A View from Teacher Practice Eldris Con Aguilar Heritage Education — Memories of the Past in the Present Caribbean Social Studies Curriculum: A View from Teacher Practice Proefshrift ter verkrijging van de graad van Doctor aan de Universiteit Leiden op gezag van de Rector Magnificus prof. mr. C.J.J.M. Stolker, volgens besluit van het College voor Promoties te verdedigen op dinsdag 28 Mei 2019 klokke 10:00 uur door Eldris Odile Con Aguilar geboren te Baruta (Venezuela) in 1986 1 Promotor Prof. Dr. Corinne L. Hofman Co-promotor Dr. M.H. van den Dries Promotiecommissie Prof. Dr. J.C.A Kolen, decaan Faculteit der Archeologie (voorzitter) Prof. Dr. M.A. Soressi (secretaris) Prof. Dr. I. Lilley Prof. Dr. J. Mesman Dr. M.M. Antczak 2 They * This story is about them, Is about all that brought us here Just then, When I look back I see the past, ** A past that was theirs, And that today answers Questions about us And who we were, are and will be *** Deepening myself In their stories I travel back In time and there I see us In a day that is Tomorrow El 3 CONTENTS LIST OF FIGURES ........................................................................................................................................................... LIST OF TABLES ............................................................................................................................................................ ABSTRACT ....................................................................................................................................................................... ACKNOWLEDGMENTS ................................................................................................................................................ CHAPTER 1 GENERAL INTRODUCTION: PERSPECTIVES ON TEACHING INDIGENOUS HERITAGE IN THE CARIBBEAN ........................................................................................................................................................... INTRODUCTION 1.1 ..................................................................................................................................................................... 13 CHALLENGING TRADITIONAL PERSPECTIVES ON CARIBBEAN HISTORY: WHY DOES IT MATTER FOR EDUCATIONAL PRACTICE? 1.2 ............................................................................................................................................................................. 15 REVIVING THE PAST IN THE PRESENT: TEACHING ABOUT THE PAST IN THE CONTEMPORARY CARIBBEAN 1.3 ........ 18 EDUCATIONAL POLICIES AND CARIBBEAN IDENTITIES 1.4 .................................................................................................. 20 SOCIAL STUDIES: A WINDOW INTO UNDERSTANDING APPROACHES TO TEACHING AND LEARNING ABOUT THE PAST IN THE CARIBBEAN CURRICULUM 1.5 .................................................................................................................................................. 24 The role of teachers in defining indigenous heritage in classroom practice 1.5.1 ................................... 25 RESEARCH DESIGN FOR STUDYING THE TEACHING OF INDIGENOUS HERITAGE IN THE CONTEXT OF THE STUDY 1.6 26 OUTLINE OF THE STUDY 1.7 ...................................................................................................................................................... 27 CHAPTER 2 HERITAGE EDUCATION AND TEACHING PRACTICE ................................................................. INTRODUCTION 2.1 ..................................................................................................................................................................... 28 HERITAGE AND HERITAGE EDUCATION 2.2………………………………………………………………………………………...28 Heritage Education 2.2.1 ................................................................................................................................................ 31 THE LINK BETWEEN HERITAGE AND CITIZENSHIP EDUCATION 2.3 .................................................................................... 33 INDIGENOUS HERITAGE EDUCATION 2.4 ................................................................................................................................. 33 TEACHERS’ KNOWLEDGE OF INDIGENOUS HERITAGE 2.5 ..................................................................................................... 34 TEACHERS’ KNOWLEDGE: “PEDAGOGICAL CONTENT KNOWLEDGE” 2.6 ............................................................................ 35 Content Knowledge 2.6.1 ................................................................................................................................................. 37 Instructional strategies and representations 2.6.2............................................................................................... 37 1Goals and objectives of the curriculum 2.6.3 ......................................................................................................... 38 Student understanding 2.6.4 ......................................................................................................................................... 38 Knowledge of the Context 2.6.5 ..................................................................................................................................... 39 APPLICATIONS OF THE PCK MODEL IN INDIGENOUS HERITAGE EDUCATION 2.7 ............................................................. 39 PCK for social studies and history 2.7.1 ..................................................................................................................... 40 PCK for indigenous heritage 2.7.2 ............................................................................................................................... 42 THE ROLE OF TEACHERS’ PRACTICAL KNOWLEDGE IN DEFINING INDIGENOUS HERITAGE EDUCATION 2.8 .................. 43 CHAPTER SUMMARY 2.9 ............................................................................................................................................................. 44 CHAPTER 3 METHODOLOGY “APPROACHES TO ASSESSING INDIGENOUS HERITAGE EDUCATION FROM THE TEACHERS’ PERSPECTIVES” .............................................................................................................. INTRODUCTION 3.1 ..................................................................................................................................................................... 45 DOING RESEARCH IN EDUCATION 3.2 ...................................................................................................................................... 45 RESEARCH DESIGN 3.3 ............................................................................................................................................................... 46 Selection of research design and approach 3.3.1 .................................................................................................. 46 Case-Study Approach 3.3.2 .............................................................................................................................................. 46 DESCRIPTION OF THE CASE STUDIES: RESEARCH SITES AND SUBJECTS 3.4 ....................................................................... 48 Participants and sampling procedures 3.4.1 ........................................................................................................... 49 Sampling criteria 3.4.2 ..................................................................................................................................................... 50 INSTRUMENTS AND DATA COLLECTION 3.5 ............................................................................................................................. 52 Interviews 3.5.1 ................................................................................................................................................................... 53 Surveys questionnaires 3.5.2 ......................................................................................................................................... 54 ANALYTIC PROCEDURES 3.6 ....................................................................................................................................................... 55 Document research and curriculum analysis 3.6.1............................................................................................... 57 Analysis and interpretation of qualitative data: The interviews 3.6.2 .......................................................... 58 Analysis and interpretation of quantitative data: The survey questionnaires 3.6.3 ................................ 63 CHAPTER SUMMARY 3.7 ............................................................................................................................................................. 67 4 CHAPTER 4 FINDING LIAMUIGA: TEACHING INDIGENOUS HERITAGE EDUCATION IN SAINT KITTS ...........................................................................................................................................................................................
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