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Voices from Saint Lucia: a Dialogue on Curriculum Change in a Small Island State

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Voices from Saint Lucia: a Dialogue on Curriculum Change in a Small Island State Voices from Saint Lucia: A Dialogue on Curriculum Change in a Small Island State Submitted in fulfilment of the requirements of the degree of Ph.D. School of Education University of Sheffield Veronica Simon August 2014 Table of Contents Acknowledgements.......................................................................................................... 5 Abstract ........................................................................................................................... 6 Chapter One: Researcher Voice - Background Philosophy and Intention ............................ 7 1.1 Introduction ..................................................................................................................... 7 1.2 Opening Soliloquy ............................................................................................................ 8 1.3 Positionality ................................................................................................................... 16 1.4 Objectives of the Study .................................................................................................. 21 1.5 Significance of the Study ................................................................................................ 22 1.6 Scope and limitations ..................................................................................................... 29 1.7 Conclusion ...................................................................................................................... 31 Chapter Two: The Island Voice - Dialogic Context ............................................................ 33 2.1 Introduction ................................................................................................................... 33 2.2 The Organization of Eastern Caribbean States (OECS) .................................................. 33 2.3 The OECS Harmonized Language Arts Curriculum ......................................................... 36 2.4 The St. Lucian Context ................................................................................................... 39 2.4.1 General Overview ................................................................................................... 39 2.4.2 The Public Education System .................................................................................. 41 2.4.3 Linguistic Situation .................................................................................................. 44 2.5 Conclusion ...................................................................................................................... 46 Chapter Three: Theoretical Voices .................................................................................. 47 3.1 Introduction ................................................................................................................... 47 3.2 The Notion of Curriculum .............................................................................................. 48 3.3 Curriculum Implementation and Change....................................................................... 51 3.4 The Place of Dialogue ..................................................................................................... 59 3.5 The Small Island State .................................................................................................... 62 3.6 Conclusion ...................................................................................................................... 67 Chapter Four: Methodological Musings .......................................................................... 68 4.1 Introduction ................................................................................................................... 68 4.2 Rationalizing the Methodology ...................................................................................... 68 4.3 Discussing Design ........................................................................................................... 80 4.4 Presenting the Participants ............................................................................................ 90 4.5 Describing the Settings .................................................................................................. 93 4.6 Piloting ........................................................................................................................... 96 2 4.7 Delineating Data Collection and Analysis .................................................................... 101 4.8 Considering Ethical Implications .................................................................................. 105 4.9 Establishing Trust ......................................................................................................... 108 4.10 Negotiating Access ..................................................................................................... 110 4.11 Conclusion .................................................................................................................. 111 Chapter Five: Voices from the Field (i): The Key Informants ........................................... 112 5.1 Introduction ................................................................................................................. 112 5.2 Curriculum Development ............................................................................................. 113 5.3 Monitoring and Feedback ............................................................................................ 120 5.4 Inhibiting Factors ......................................................................................................... 123 5.5 Conclusion .................................................................................................................... 126 Chapter Six: Voices from the Field (ii): The School Story ................................................ 127 6.1 Introduction ................................................................................................................. 127 6.2 The Teacher Voice ........................................................................................................ 129 6.2.1 Attitudes to Teaching ............................................................................................ 129 6.2.2 Curriculum Preparation and Support Structures .................................................. 137 6.2.3 Role of Parents ...................................................................................................... 147 6.2.4 Teacher Preparation ............................................................................................. 150 6.3 The Principals' Voice .................................................................................................... 152 6. 3.1 Instructional Leadership ....................................................................................... 153 6.3.2 Change Management ............................................................................................ 158 6.4 Conclusion .................................................................................................................... 162 Chapter Seven: Voices from the Field (iii): Curriculum Supporter/Teacher Trainer Story. 163 7.1 Introduction ................................................................................................................. 163 7.2 The Curriculum Support Story ..................................................................................... 164 7.2.1 Bureaucratic Issues ............................................................................................... 164 7.2.2 Role Perception ..................................................................................................... 171 7.2.3 Philosophical Issues .............................................................................................. 178 7.3 The Teacher Trainers' Story ......................................................................................... 180 7.3.1 Relationships ......................................................................................................... 180 7.3.2 Training Constraints .............................................................................................. 184 7.4 Conclusion .................................................................................................................... 188 Chapter Eight: Voices in Unison/Discord ....................................................................... 189 8.1 Introduction ................................................................................................................. 189 3 8.2 The Criticality of Voice ................................................................................................. 190 8.3 Management and Leadership of Change ..................................................................... 196 8.4 Creation of Support Structures .................................................................................... 212 8.5 Conclusion .................................................................................................................... 220 Chapter Nine: Epilogue................................................................................................. 221 9.1 Introduction ................................................................................................................. 221 9.2 Research Conclusions..................................................................................................
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