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Global Citizenship and Global School-Links Perceptions from Tobago and the United Kingdom

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Global Citizenship and Global School-Links Perceptions from Tobago and the United Kingdom INSTITUTE OF EDUCATION - UNIVERSITY COLLEGE LONDON Global Citizenship and Global School-Links Perceptions from Tobago and the United Kingdom Thesis Doctor in Education Yvette Allen August 2016 Declaration of originality and word count I, Yvette Allen confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. The word count using Microsoft Office Word 2010, (excluding appendices and bibliography) is: 46,393 words. Signed: Yvette Allen 1 Abstract This research study focuses on Global Citizenship and its meaning, relevance and significance to pupils of Caribbean heritage. The concept of Global citizenship is explored through UK/Caribbean school-links and UK/Tobago school-links, which were initiated through the British Council’s Global School Partnerships (GSP) programme. Strategically, global school-links exposed pupils to a global dimension, promoted the concept of global citizenship and the development of knowledge and skills to thrive within our ‘global village’. As an unstoppable phenomenon, globalization has impacted on our lives, through increased interconnectedness and interdependency, improved intercultural awareness and greater migration and mobility. Although Globalization theory underpinned this study, Postcolonial theory provided a significant secondary lens to explore the relationship between the UK and the Caribbean, as it critiqued and dissected processes, including the legacy of colonialism and located the continuance of imperialism and imbalances of power. Qualitative methods are used to collect data from secondary-aged pupils, who attend schools in the UK and Tobago, as well as from two Senior Education Officers (Tobago). Findings indicate most respondents believe global school- links encourage the broadening of horizons and increased intercultural dialogue; however, the concept of global citizenship remains abstract and remote. Generally, the respondents valued UK/Caribbean school-links, with some reference to the benefits of supporting and maintaining diasporic relationships. They perceived global citizenship as having the transformative ‘power’ to turn ‘dreams into reality’, through increased aspirations and opportunities. However, similar to the experiences of some people of Caribbean heritage (UK), this universally inclusive concept also has the ability to marginalize and exclude. As UK/Caribbean school-links is an under-researched area, this study highlights the uniqueness of this type of North/South link. Hopefully, further frank discussions should ensue about the inclusivity of global citizenship and if all pupils are being adequately prepared for our globalized world in the 21st century. 2 Table of Contents Declaration of originality and the word count ………………..……………… 1 Abstract …………………………………………………………………………. 2 Table of Contents …………………………………………………………........ 3 Acknowledgements ……………………………………………………………. 5 Reflective Statement …………………………………………………………... 6 Chapter 1 Introduction ………………………………………………………. 13 1.1 Professional Interest ……………………………………………. 17 1.2 Significance of Study …………………………………………… 19 1.3 Rationale ………………………………………………………… 22 Chapter 2 Context and Evidence to date ………………………………… 26 2.1 North/South Global School-linking programmes ……………. 26 2.2 Global School-linking programmes between the UK and Caribbean ………………………………………………………. 32 2.3 Academic achievement of pupils of Caribbean heritage in the UK …………………………………………………………… 36 2.4 Academic achievement of pupils of Caribbean heritage in the Caribbean ………………………………………………………… 39 2.5 Education in the Republic of Trinidad and Tobago ………….. 42 Chapter 3 Conceptual Theoretical Framework …………………………… 47 3.1 Globalization theory …………………………………………….. 48 3.2 Postcolonial theory ……………………………………………… 50 3.3 Global Citizenship theory ……………………………………….. 53 3.4 Intercultural Understanding …………………………………….. 57 3.5 Other Applicable theories ……………………………………… 60 Chapter 4 Methodology and Methods …………………………………….. 65 4.1 Research design ………………………………………………… 66 4.2 Data Collection ………………………………………………….. 68 4.3 Data Analysis ……………………………………………………. 82 4.4 Ethical considerations ………………………………………….. 84 4.4.1 Reflexivity ……………………………………………….. 85 4.5 Limitations ………………………………………………………. 87 Chapter 5 Impact on the global outlook of Pupils in UK/Tobago School-links …………………………………………………….. 89 5.1 Broadening Horizons and Challenging Stereotypes ……….. 91 5.2 Interconnection and Interdependence ………………………... 97 5.3 Global Economy ……………………………………………….. 100 5.4 Intercultural Awareness and Dialogue ………………………… 101 5.5 Diasporic Links ………………………………………………….. 105 3 Chapter 6 School Links and Global Citizenship ………………………….. 111 6.1 Defining Global Citizenship …………………………………….. 114 6.2 Connection with others …………………………………………. 118 6.3 Benefits of Interconnection …………………………………….. 120 6.4 Migration and Mobility ………………………………………….. 123 6.5 Global Poverty …………………………………………………… 127 Chapter 7 The relevance of Global Citizenship to pupils of Caribbean heritage in Tobago/UK ……………………………………………………. 129 7.1 Identity ……………………………………………………………. 129 7.2 Intercultural Competencies ……………………………………. 132 7.3 Rights and Responsibilities …………………………………….. 134 7.4 Increasing Opportunities .………………………………………. 136 7.5 Enhancing Diasporic Relationships …………………………… 138 7.6 Global Consciousness and Global Competencies ………….. 139 7.7 Motivation and Aspirations …………………………………….. 140 Chapter 8 Conclusion ………………………………………………………. 144 8.1 Significance of Study ..…………………………………………. 145 8.2 Limitations …………….………………………………………… 146 8.3 Summary of Findings ………………………………………….. 147 8.4 Dissemination …………………………………………………... 153 References ……………………………………………………………………… 155 Appendices ……………………………………………………………………… 177 Tables and Diagrams Diagram 1 Areas of interest ……………………………………………….. 24 Diagram 2 Conceptual theoretical framework …………………………… 63 Diagram 3 Areas of interest ……………………………………………….. 144 Diagram 4 Conceptual theoretical framework ………………………….... 144 Table 1 Main UK drivers of North/South school-links ………………… 28 Table 2 Timeline …………………………………………………………. 67 Table 3 Research plan ………………………………………………….. 69 Table 4 Participating schools …………………………………..………. 71 4 Acknowledgements I wish to express gratitude: To Him, who inspired and gave strength to continue, especially through challenging times. To my family (especially my mother and sons) for their patience, support and encouragement. To the Tobago House of Assembly (Education Department) for granting permission to conduct this research in Tobago. To the British Council (UK and Trinidad and Tobago) for assistance with the initial contact to schools and the distribution of the questionnaire. To the Principals/Headteachers (Tobago and UK), who gave access to pupils (respondents). To Elizabeth and Marcia, who ‘held my arms up when they grew weary’. To FC (young people and staff) for their space. To Roxy and Karen for proofreading. To Dr Douglas Bourn (my Supervisor) for your continuous support, guidance and belief this research study could be achieved. 5 Reflective Statement At the conclusion of my Doctor of Education (EdD) International, I have a final opportunity to reflect on areas covered in the course and my professional and academic development. I decided to embark on an EdD, as I wanted a fresh challenge in my career and anticipated pursuing a professional doctorate as an opportunity to explore in depth, areas I am interested in (African Caribbean Achievement and Global School-linking). I was also keen to further develop academic skills and expand my academic language. The taught courses were well suited to my preferred learning style and I valued the level of structure and guidance that was provided. My initial proposal outlined an interest in exploring any impact the Global School Partnership’s (GSP) programme could have on African Caribbean attainment. I had spent more than eleven years, within three local authorities focussing on African Caribbean attainment and had deployed a number of initiatives and strategies to inspire and motivate greater attainment levels amongst pupils of Caribbean heritage. Therefore, I was keen to investigate if diasporic links between UK/Caribbean schools could become part of a strategy to accelerate African Caribbean achievement. Foundations of Professionalism I valued the reflective aspect of this module, which also focused on who can and cannot claim professional status, the changing role of professionals and a critical approach to the concept of professionalism in education. I contemplated my professionalism as Consultant for African Caribbean Achievement, within a team which focussed on Ethnic Minority Achievement (EMA). Most of the other members of my team focused on pupils with English as an Additional Language (EAL). In my first assignment, I avoided appearing polemic, as I described my position within the team, as well as within the wider School Improvement Service. I did not feel my professional role was always taken seriously, as my specialist area 6 was ‘non-academic’; therefore, lacking the status of colleagues who led on subjects like English, Mathematics or Science. I considered what is described as the ‘micropolitics’ of professional life and the exclusion of professionals, who are female or from ethnic minority communities. On occasions, I felt my professional role reflected the marginalized position of African Caribbean pupils within schools (and society). Despite previously completing both academic and professional qualifications at the Institute of Education
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