DOCSLIB.ORG

Everything in Di Dark Muss Come to Light: a Postcolonial Investigation of the Practice of Extra Lessons at the Secondary Level in Jamaica's Education System

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Everything in Di Dark Muss Come to Light: a Postcolonial Investigation of the Practice of Extra Lessons at the Secondary Level in Jamaica's Education System University of Denver Digital Commons @ DU Electronic Theses and Dissertations Graduate Studies 1-1-2013 Everything in di Dark Muss Come to Light: A Postcolonial Investigation of the Practice of Extra Lessons at the Secondary Level in Jamaica's Education System Saran Stewart University of Denver Follow this and additional works at: https://digitalcommons.du.edu/etd Part of the Caribbean Languages and Societies Commons, and the Secondary Education Commons Recommended Citation Stewart, Saran, "Everything in di Dark Muss Come to Light: A Postcolonial Investigation of the Practice of Extra Lessons at the Secondary Level in Jamaica's Education System" (2013). Electronic Theses and Dissertations. 1000. https://digitalcommons.du.edu/etd/1000 This Dissertation is brought to you for free and open access by the Graduate Studies at Digital Commons @ DU. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ DU. For more information, please contact [email protected],[email protected]. EVERYTHING IN DI DARK MUSS COME TO LIGHT: A POSTCOLONIAL INVESTIGATION OF THE PRACTICE OF EXTRA LESSONS AT THE SECONDARY LEVEL IN JAMAICA’S EDUCATION SYSTEM ______________ A Dissertation Presented to the Faculty of the Morgridge College of Education University of Denver ______________ In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy _______________ by Saran Stewart August 2013 Advisor: Frank Tuitt, Ph.D. ©Copyright by Saran Stewart 2013 All Rights Reserved Author: Saran Stewart Title: EVERYTHING IN DI DARK MUSS COME TO LIGHT: A POSTCOLONIAL INVESTIGATION OF THE PRACTICE OF EXTRA LESSONS AT THE SECONDARY LEVEL IN JAMAICA’S EDUCATION SYSTEM Advisor: Frank Tuitt, Ph.D. Degree Date: August 2013 ABSTRACT Despite the vast research examining the evolution of Caribbean education systems, little is chronologically tied to the postcolonial theoretical perspectives of specific island-state systems, such as the Jamaican education system and its relationship with the underground shadow education system. This dissertation study sought to address the gaps in the literature by critically positioning postcolonial theories in education to examine the macro- and micro-level impacts of extra lessons on secondary education in Jamaica. The following postcolonial theoretical (PCT) tenets in education were contextualized from a review of the literature: (a) PCT in education uses colonial discourse analysis to critically deconstruct and decolonize imperialistic and colonial representations of knowledge throughout history; (b) PCT in education uses an anti- colonial discursive framework to re-position indigenous knowledge in schools, colleges, and universities to challenge hegemonic knowledge; (c) PCT in education involves the “unlearning” of dominant, normative ideologies, the use of self-reflexivity, and deconstruction; and (d) PCT in education calls for critical pedagogical approaches that reject the banking concept of education and introduces inclusive pedagogy to facilitate “the passage from naïve to critical transitivity” (Freire, 1973, p. 32). Specifically, using a transformative mixed-methods design, grounded and informed by a postcolonial ii theoretical lens, I quantitatively uncovered and then qualitatively highlighted how if at all extra lessons can improve educational outcomes for students at the secondary level in Jamaica. Accordingly, the quantitative data was used to test the hypotheses that the practice of extra lessons in schools is related to student academic achievement and the practice of critical-inclusive pedagogy in extra lessons is related to academic achievement. The two-level hierarchical linear model analysis revealed that hours spent in extra lessons, average household monthly income, and critical-inclusive pedagogical tents were the best predictors for academic achievement. Alternatively, the holistic multi-case study explored how extra-lessons produces increased academic achievement. The data revealed new ways of knowledge construction and critical pedagogical approaches to galvanize systemic change in secondary education. Furthermore, the data showed that extra lessons can improve educational outcomes for students at the secondary level if the conditions for learning are met. This study sets the stage for new forms of knowledge construction and implications for policy change. iii ACKNOWLEDGMENT I express my deepest gratitude and sincerest appreciation to my family, friends, mentors, committee members, and most of all, my participants and gatekeepers who supported me throughout the years. Without you, this journey would not have been possible or completed. I encourage all of you to read Chapter 7 that details the dedication of this dissertation and acknowledgement of my work. Lastly, I recognize and salute the sacrifices of those who have paved the road to academia and made it possible for emerging scholars such as myself to follow suit. For those who follow, stay focused, transparent, and accountable in your pursuit of education as the practice of freedom. iv TABLE OF CONTENTS CHAPTER 1. INTRODUCTION……………………………………………………...…1 Context and Problem Statement ………………………………………………….2 Purpose and Research Questions ………………………………………................5 Postcolonial Theoretical Perspective ……………………………………...…..….6 Postcolonial Theoretical Framework ……………………………………………..8 Postcolonial Theories……………………………………………………...8 Foundations of Postcolonial Theories …………………………...10 Postcolonial Theories in Education……………………………………...11 Deconstruction and Re-Presentation of Traditional Eurocentric and Western Curriculum ………………………………………...13 Anti-Colonial Discursive Framework …………………………...14 Unlearning Normative Ideologies by Using Self-Reflexivity and Deconstruction ……………………………………………...15 Critical-Inclusive Pedagogy……………………………………..16 Application of Postcolonial Theories in Education Throughout the Dissertation Study……………………………………………………….19 CHAPTER 2. REVIEW OF THE LITERATURE………………………………………24 Social History of the Education of Jamaica……………………………………...24 Education Under British Rule (1655-1962)……………………………...25 Pre-Emancipation (1655-1834)…………………………………..25 Contextualizing Slavery in Education…………………………...25 Post-Emancipation (1834-1962)…………………………………………36 Establishment of the University of the West Indies……………..49 Post-Independence to the Present (1962-Present)………………………..52 Importance of Patois……………………………………………..55 Caribbean Examination Council…………………………………57 Research Setting: Current State of Jamaica’s Education System.…………….....59 Curriculum……………………………………………………………….62 Major Problems and Challenges…………………………………………63 CSEC Results…………………………………………………….64 Transformational Change………………………………………………………..65 Understanding Extra Lessons…………………………………………....66 Characteristics of Private Tutoring………………………………………68 Supply and Demand of Shadow Education……………………………...70 Educational, Social, and Economic Impact……………………………...71 Conclusion ………………………………………………………………………73 CHAPTER 3. METHODOLOGY……………………………………………………….76 Rationale for Choosing Mixed Methods Approach ……………………………..78 Paradigmatic, Methodological Assumptions, and Worldviews………….80 v Reasons for Mixed Methods Design……………………………………..82 Triangulation……………………………………………………..83 Complementarity…………………………………………………83 Initiation………………………………………………………….83 Offset…………………………………………………………….83 Completeness…………………………………………………….84 Different Research Questions…………………………………....84 Credibility………………………………………………………..84 Context…………………………………………………………..84 Mixed Methods Approach……………………………………………….85 Level of Interaction………………………………………………85 Priority of the Strands………………………………...………….86 Timing of the Strands…………………………………………….86 Procedure for Mixing the Strands………………………………..86 Mixed Methods Designs ………………………………………...87 Research Design………………………………………………………………….89 Dissertation Setting……………………………………………………....90 Transformative Design …………………………………………………..93 Mixed Methods Data Collection…………………………………………96 Mixed Methods Data Analysis…………………………………………...96 Quantitative Methodology……………………………………………….97 Sample……………………………………………………………97 Instrument………………………………………………………..99 Procedures ………………………………………………...........106 School Data……………………………………………………..108 Data Analysis…………………………………………………...108 Hierarchical Linear Model……………………………...109 Second Stage of Interface………………………………………………114 Qualitative Methodology……………………………………………….115 Case Study…………………………………………...................115 Types of Case Studies…………………………………………..117 Case Selection…………………………………………………..118 Case Study Design……………………………………………...119 Case Study Approaches………………………………………...119 Sample: Participants and Cases ………………………..…...….120 Data Collection ………………………………………………...124 Data Analysis …………………………………………………..127 Third Stage of Interface: Mixed Methods Analysis and Interpretation ..131 Trustworthiness: Validation and Reliability …………………………………...132 Positionality…………………………………………………………………….133 Summary………………………………………………………………………..135 CHAPTER 4. QUANTITATIVE RESULTS…………………………………………..137 Descriptive Statistics and Correlations…………………………………………137 vi Omission of Variable…………………………………………………...139 School-Level Data ……………………………………………………..139 Scope and Prevalence ………………………………………………….141 Education Outcomes……………………………………………………144 Critical-Inclusive Pedagogical Framework……………………………..151 Socioeconomic Implications……………………………………………155 Results for Academic Achievement……………………………………………157 Assumptions……………………………………………………………157 Normality……………………………………………………….157 Multicollinearity ……………………………………………….161 Linearity ……………………………………………………….161 Distribution of
Load more

Recommended publications
  • World Bank Document
    37587 Public Disclosure Authorized National and Regional Secondary Level Examinations and the Reform of Secondary Education (ROSE II)1 Public Disclosure Authorized Prepared for the Ministry of Education, Youth, and Culture Government of Jamaica January 2003 Public Disclosure Authorized Carol Anne Dwyer Abigail M. Harris and Loretta Anderson 1 This report is based on research conducted by Carol A. Dwyer and Loretta Anderson with funding from the Japan PHRD fund. It extends the earlier investigation to incorporate comments made at the presentation to stake- holders and additional data analyses and synthesis. The authors are grateful for the generous support of the Ministry Public Disclosure Authorized of Education, Youth, and Culture without whose contributions in time and effort this report would not have been possible. Acknowledgement is also given to W. Miles McPeek and Carol-Anne McPeek for their assistance in pre- paring the report. Findings and recommendations presented in this report are solely those of the authors and do not necessarily reflect the views of the Jamaican government or the World Bank. 2 A Study of Secondary Education in Jamaica Table of Contents List of Tables and Figures 3 Executive Summary 4 Recommendation 1 4 Recommendation 2 5 Introduction and Rationalization 8 Evaluation of the CXC and SSC examinations 10 CXC Examinations. 13 SSC Examinations. 13 CXC & SSC Design & Content Comparison. 13 Vocational and technical examinations. 15 JHSC Examinations. 15 Examinations and the Curriculum. 16 Junior High School and Upper Secondary Curricula. 18 The Impact Of Examinations On Students’ School Performance And Self- Perceptions. 19 Data on Student’s Non-Academic Traits.
    [Show full text]
  • Copyright by O'neal Anthony Mundle 2008
    Copyright by O’Neal Anthony Mundle 2008 The Dissertation Committee for O’Neal Anthony Mundle Certifies that this is the approved version of the following dissertation: Characteristics of Music Education Programs in Public Schools of Jamaica Committee: Eugenia Costa-Giomi, Supervisor Leslie Cohen Jacqueline Henninger Judith Jellison Hunter March Laurie Scott Characteristics of Music Education Programs in Public Schools of Jamaica by O’Neal Anthony Mundle, BSc.; M.M. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin May 2008 Dedication This dissertation is dedicated to my parents Hylton and Valvis Mundle who recognized my musical abilities at an early stage and constantly supported and prayed for me. I also want to pay tribute to Calvin Wilson, Kenneth Neale, Eileen Francis, Noel Dexter, and Dr. Kaestner Robertson, who were my musical mentors. Finally, I owe a debt of gratitude to Colleen Brown and Joan Tyser-Mills who were principals that supported my development as a music educator. Acknowledgements I would like to thank God for giving me the mental capacity and the will to complete this exercise. Special thanks to Dr. Costa-Giomi for her expert supervision, mentorship and dedication to the project. Similarly, many thanks to the members of my committee for their guidance throughout my graduate school experience. Thanks to Deron who spent countless hours reviewing and editing my work and to Paul for his insightful contributions. Likewise, credit is due to Monica for her tremendous support and sacrifice especially in addressing many of my technological challenges, and Marie for encouragement and constant willingness to tackle any task.
    [Show full text]
  • Jamaica-Wikipedia-Re
    4/15/2017 Jamaica ­ Wikipedia Coordinates: 18°N 77°W Jamaica From Wikipedia, the free encyclopedia i Jamaica ( /dʒәˈmeɪkә/) is an island country situated in the Jamaica Caribbean Sea, consisting of the third­largest island of the Greater Antilles. The island, 10,990 square kilometres (4,240 sq mi) in area, lies about 145 kilometres (90 mi) south of Cuba, and 191 kilometres (119 mi) west of Hispaniola (the island containing the nation­states of Haiti and the Dominican Republic). Jamaica is the fourth­largest island country in the Caribbean, by area.[6] Flag Coat of arms Motto: "Out of Many, One People" Inhabited by the indigenous Arawak and Taíno peoples, the island came under Spanish rule following the arrival of Anthem: Christopher Columbus in 1494. Many of the indigenous people "Jamaica, Land We Love" died of disease, and the Spanish imported African slaves as 0:00 MENU labourers. Named Santiago, the island remained a possession of Royal anthem: "God Save the Queen" Spain until 1655, when England (later Great Britain) conquered it and renamed it Jamaica. Under British colonial rule Jamaica became a leading sugar exporter, with its plantation economy highly dependent on slaves imported from Africa. The British fully emancipated all slaves in 1838, and many freedmen chose to have subsistence farms rather than to work on plantations. Beginning in the 1840s, the British imported Chinese and Indian indentured labour to work on plantations. The island achieved independence from the United Kingdom on 6 August 1962.[7] With 2.8 million people, Jamaica is the third­most populous Anglophone country in the Americas (after the United States and Canada), and the fourth­most populous country in the Caribbean.
    [Show full text]
  • Survey of ICT and EDUCATION in the CARIBBEAN
    + mainstreaming ICT and Education Series SURVEY OF ICT AND EDUCATION IN THE CARIBBEAN S A Summary Report, Based on 16 Country Surveys UR A Summary Report Based on V EY SURVEY OF ICT 16 Country Surveys: Anguilla, This project seeks to gather together in a single resource the most relevant and useful information O F ICT Antigua and Barbuda, Aruba, on ICT in education activities in the Caribbean. AND Education Barbados, British Virgin The study addresses the following general topics: AND Islands, Cayman Islands, • The state of policy and planning IN THE CARIBBEAN E Dominica, Grenada, Jamaica, • Current usage of ICT in the primary, secondary and tertiary education systems ducation VOLUME I: REGIONAL Montserrat, St. Kitts and Nevis, • Pre-service and in-service teacher professional development (TPD) St Lucia, St. Vincent and the • Critical challenges TRENDS AND ANALYSIS Grenadines, Trinidad and Contents: IN Tobago, Turks and Caicos T Islands, U.S. Virgin Islands • Regional trends in ICT in Caribbean education H An infoDev PUBLICATION PREPARED BY: E • Global trends in ICT and education, and their relevance to the Caribbean context C ARIBBEAN Edmond Gaible, PhD • Selected regional ICT initiatives in education The Natoma Group • Regional and national EMIS initiatives ICT AND EDUCATION SERIES This Summary Report is complemented by 16 separate Country Reports addressing policy and – planning; ICT in primary and secondary schools; TPD; tertiary education; non-formal learning VOLUME SERIES EDITOR: and TVET; education management information systems (EMIS) and Ministry of Education (MOE) Michael Trucano capacity; barriers and challenges. Please note that Cuba, the Dominican Republic, Haiti, and the U.S.
    [Show full text]
  • Secondary Level Music Teacher Training Institutions in Jamaica: a Historical Study
    University of Mississippi eGrove Electronic Theses and Dissertations Graduate School 2013 Secondary Level Music Teacher Training Institutions in Jamaica: A Historical Study Garnet Christopher Lloyd Mowatt University of Mississippi Follow this and additional works at: https://egrove.olemiss.edu/etd Part of the Music Commons Recommended Citation Mowatt, Garnet Christopher Lloyd, "Secondary Level Music Teacher Training Institutions in Jamaica: A Historical Study" (2013). Electronic Theses and Dissertations. 705. https://egrove.olemiss.edu/etd/705 This Dissertation is brought to you for free and open access by the Graduate School at eGrove. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of eGrove. For more information, please contact [email protected]. SECONDARY LEVEL MUSIC TEACHER TRAINING INSTITUTIONS IN JAMAICA: A HISTORICAL STUDY A Dissertation Presented in partial fulfillment of requirements for the degree of Doctor of Philosophy in the Department of Music The University of Mississippi By GARNET C.L. MOWATT July 2013 Copyright Garnet C.L. Mowatt 2012 ALL RIGHTS RESERVED ABSTRACT Jamaica, one of the many countries of the Commonwealth Caribbean, is known for its rich musical heritage that has made its impact on the international scene. The worldwide recognition of Jamaica’s music reflects the creative power of the country’s artists and affects many sectors of the island’s economy. This has lead to examination and documentation of the musical culture of Jamaica by a number of folklorists and other researchers. Though some research has focused on various aspects of music education in the country, very little research has focused on the secondary level music teacher education programs in Jamaica.
    [Show full text]
  • Education in Jamaica: a Need for Redefinition and a Changing of the Old Philosophy of Education
    International Journal of Research in Humanities and Social Studies Volume 5, Issue 2, 2018, PP 36-41 ISSN 2394-6288 (Print) & ISSN 2394-6296 (Online) Education in Jamaica: A need for redefinition and a changing of the old philosophy of education Paul Andrew Bourne, Ruth Owen-Wright Northern Caribbean University, Mandeville, Manchester, Jamaica *Corresponding Author: Paul Andrew Bourne, Northern Caribbean University, Mandeville, Manchester, Jamaica ABSTRACT According to Peters (2001) among the legacies of imperialism in the Caribbean is the educational system, which still holds some of the philosophies of the British structure. This educational philosophy dates back to the Emancipation Act 1834 when metaphysics and idealism were the dominant paradigms. It was not until 1972 when Michael Manley became Prime Minister of Jamaica that there were any bold steps to reform education in Jamaica or for anyone to articulate that the education system then was for another time, people living in an agrarian economy. It was noted that the students at primary levels at the primary level performed poorly in English Language and Mathematics, which was evidenced in the selection examinations for entry to high and technical schools (Glasgow & Langley, 1989). Thirty-five years later since Michael Manley shifted the education paradigm the statistics are showing that students are failing in the area of English (reading, writing) and Mathematics. The Grade 4 Numeracy test for 2016 revealed that Of the 765 public schools, 764 entered 33,447 students to sit the Test with “approximately 57 percent attaining mastery; some 27.2 percent attaining almost mastery and 15.8 percent non-mastery.
    [Show full text]
  • Ending Violence in Jamaica
    @UNICEF/JAM/PAWELCZYK UNICEF JAMAICA Ending Violence in Jamaica A REPORT PREPARED FO R NEXTGEN AUGUST 2018 Situation Overview In Jamaica, considerable progress has been made to improve the lives and wellbeing of children. However, many children, especially those from the poorest families, are not receiving the basic foundational skills they need to meet minimum learning standards and are subjected to violence, including corporal punishment. Greater efforts are also needed to improve services for the hardest to reach and reduce toxic stress and exposure to violence. Children in Jamaica encounter violence, not only in schools but also in their homes and communities. Over the past five years, children and adolescents have consistently accounted for approximately one third of all violent injuries reported at hospitals in Jamaica. Statistics produced by the Jamaica Crime Observatory Integrated Crime and Violence Information System in its 2011-2015 Report on Children and Violence attest to the fact that, on an annual basis, children are victims of major crimes including sexual abuse, murder, shootings and robberies. More than twice as many children were victims of sexual assault than adults. In Jamaica two key program areas - Life Long Learning and Child Safety and Justice - are helping to break cycles of violence and ensure that children have access protective learning environments. Under these broad program areas, UNICEF is implementing several initiatives to foster safe environments for children and support child-friendly, rights-based schools that promote positive discipline and advance student-centered learning to create a generation of critical, creative and confident thinkers. The Impact of Your Support Lifelong Learning Your support for education in Jamaica has enabled UNICEF and its partners to continue activities that are aimed at reaching the poorest and most vulnerable children to achieve more equitable developmental outcomes.
    [Show full text]
  • Jamaica National Heritage Trust (JNHT), Jamaica Archive and Gordon, Ms
    AtlAs of CulturAl HeritAge AND iNfrAstruCture of tHe Americas JAMAICA luis Alberto moreno President Board of trustees Honourable General Coordinator liliana melo de sada olivia grange m. P. Alfonso Castellanos Ribot ChairPerson of the Board Minister ● ● ● national liaison Trustees mr. robert martin Marcela Diez teresa Aguirre lanari de Bulgheroni PerManent seCretary ● sandra Arosemena de Parra ● national teaM Adriana Cisneros de griffin senator Warren Newby Desmin Sutherland-Leslie (Coordinator) gonzalo Córdoba mallarino Halcyee Anderson Andrés faucher Minister of state marcello Hallake Shemicka Crawford enrique V. iglesias ● Christine martínez V-s de Holzer ProGraMMers eric l. motley, PhD A Alfonso Flores (Coordinator) rodolfo Paiz Andrade Eduardo González López marina ramírez steinvorth directories Alba M. Denisse Morales Álvarez Julia salvi ● Ana maría sosa de Brillembourg Diego de la torre editorial Coordination ● Alfonso Castellanos Ribot sari Bermúdez ● Ceo editorial desiGn raúl Jaime Zorrilla Juan Arroyo and Luz María Zamitiz dePuty Ceo Editorial Sestante, S.A. de C.V. Atlas of Cultural Heritage and Printed and made in Mexico Infrastructure of the Americas: Jamaica isBN (colection:) 978-607-00-4877-7 Primera edición, 2011 isBN (Jamaica Atlas) 978-607-00-4910-1 first edition, 2011 © C. r. inter American Culture and Development foundation, ministry of Youth, sports and Culture, Jamaica. Acknowledgements Institute of Jamaica on behalf of the Cultural Atlas team, we would like to thank the following organisations provided fundamental information the following persons were instrumental in the creation minister olivia grange, m.P. minister of Youth, sports and Culture and support that enabled the publication of the Atlas: of the Atlas: for partnering with the inter-American Cultural foundation (iCDf) to facilitate the creation of the Atlas of Cultural Heritage institute of Jamaica (IOJ), National library of Jamaica (NlJ), ms.
    [Show full text]
  • The Status of Music Education in Secondary Schools in Trinidad and Tobago: Perspectives from Educational Leadership
    THE STATUS OF MUSIC EDUCATION IN SECONDARY SCHOOLS IN TRINIDAD AND TOBAGO: PERSPECTIVES FROM EDUCATIONAL LEADERSHIP ______________________________________________________________________________ A Dissertation Submitted to the Temple University Graduate Board ______________________________________________________________________________ In Partial Fulfillment of the Requirement for the Degree DOCTOR OF PHILOSOPHY ______________________________________________________________________________ By Eldon Blackman December, 2015 Committee Members: Dr. Deborah Confredo, Advisory Chair, Music Education Dr. Alison Reynolds, Music Education Dr. Rollo Dilworth, Music Education Dr. Cynthia Folio, Music Studies i ABSTRACT The purpose of this study was to investigate principals’ perceptions of the status of music education in secondary schools in Trinidad and Tobago. The guiding questions were (a) What are secondary school principals’ perceptions of music learning outcomes as they are currently being met and as they should be met under ideal conditions, (b) What are secondary school principals’ perceptions of broad educational goals as they are currently being met and as they should be met under ideal conditions, (c) Is there a difference between principals’ perceptions of current and ideal conditions for the learning outcomes and the educational goals, and (d) What are secondary school principals’ perceptions about the degree to which eleven selected variables impact music education? A descriptive research design was used in which secondary school principals (n = 93) were provided with the survey instrument. The survey is organized into four sections based on the questions that are derived from the research purpose and questions. Cronbach’s alpha was used to test for internal consistency of the survey items. Data, related to the first two guiding questions, was fielded via Likert-type scales where the responses represented the principals’ perceptions of the level of realization of the standards for the music learning outcomes and the broad educational goals.
    [Show full text]
  • Schooling and Coloniality Conditions Underlying 'Extra Lessons'
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by OAR@UM Saran Stewart (2015). Schooling and Coloniality Postcolonial Directions in Education, 4(1), 25-52 SCHOOLING AND COLONIALITY: CONDITIONS UNDERLYING ‘EXTRA LESSONS’ IN JAMAICA Saran Stewart The University of the West Indies Mona Campus, Jamaica ABSTRACT: Little research has been influenced by postcolonial analysis of educational issues in specific island-state systems. The focus of this article is on the Jamaican education system and its relationship with extra tuition paid for by parents who hope to give their children an educational advantage. This study seeks to address the gaps in the literature by critically positioning an anti- colonial discursive framework to examine the conditions underlying the prevalence of this extra tuition, popularly known as ‘extra lessons’ in Jamaica. The article reports the qualitative data collected from a larger study based on mixed-methods design. The holistic case study describes a rich and contextual macro level system from 3-education regions in the country and a total of 62 participants. The data illustrates a historical pattern of social stratification and the lasting impact of an inherited examination-driven system. Essentially, extra lessons in Jamaica thrive because of two factors: a) unsatisfactory conditions of learning, especially in less-resourced schools; and b) the drive leading parents to provide an advantage for their children even in traditionally elite schools. KEYWORDS: Jamaica’s school system, extra lessons, coloniality. In 2004, the Jamaican Ministry of Education, Youth and Culture reported that the main problems and challenges facing Jamaica’s education system revolved around access to full secondary education, equity and quality of schools, poor performance rates, and increasing gender disparities amongst students.
    [Show full text]
  • Education.Pdf
    SCHOOL OF EDUCATION Professor Zellynne Jennings-Craig, Director Rose Davies, CD, PhD Beverley Bryan, PhD Head, Institute of Head, Department of Education Educational Studies uring the course of the year staff worked on the restructuring of the DSchool of Education, building on the contribution to the process of Professor Elsa Leo-Rhynie in the previous year. Consensus was reached on the establishment of an Executive Committee, an Advisory Board and Standing Committees responsible for support systems, quality assurance, marketing and research and projects. A Five-Year Strategic Plan (2007-2012) was completed, focusing on the key areas of Teaching and Learning, Graduate Studies, Quality Assurance, Strengthening National Engagement, Research and Innovation, and International Partnerships. 88 TEACHING AND LEARNING Online programmes In the Department of Educational Studies (DES), Education enrolment 2008-9 stood at 438. The strongest programmes were Literacy Studies, English and Maths. Joint programmes with TLIs The DES collaboration with Bethlehem Moravian College to deliver the B.Ed in Literacy Studies has been finalized and will begin in September 2009. Curriculum Development The DES has completed a joint degree in History and History Education with colleagues in the History Department. The Department has also prepared for early delivery a primary degree programme in Maths and Science. Initially this will be offered to Grenada with World Bank funding. Teaching Performance of Staff in the DES (No. below and above 4.0) for Assessment of Lecturers
    [Show full text]
  • Faculty Handbook for Teaching in Jamaica
    Faculty Handbook for Teaching in Jamaica Section 1 -- Preparing for Your Jamaican Teaching Assignment A. Our Teacher Education Mission in Jamaica This program has the same fundamental mission as the teacher education program on campus -- to improve the educational experiences of young people in schools. In Cullowhee we primarily serve the teachers and children of the Southeast region of the United States, particularly North Carolina. In Jamaica, we serve the teachers and children of this Caribbean nation. The differences between the two nations, their cultures, and their educational systems create differences in the ways we approach our mission. Compared to U.S. schools, Jamaican classes are large. Teachers typically have class rosters of fifty to sixty children. Classrooms, however, are similar in size to those in the U.S. Student attendance is often sporadic. Many Jamaican children grow up speaking Patois in their homes. This is an unwritten language developed by the slaves to secretly communicate with each other. Consequently, it is an important part of their culture. One goal of the schools, however, is to increase English literacy, so children are expected to speak, read and write English by the time they leave elementary school. Having two languages, one which is a part of their heritage and cultural pride, and another which represents the official language, sometimes increases the literacy difficulties experienced by Jamaican children. An understanding of these cultural differences is important for professors as they try to find ways to help Jamaican teachers become more effective with their students. Consequently, while teaching in Jamaica, professors are expected to set aside at least one-half day to visit a Jamaican K-12 school.
    [Show full text]