EXPLORING THE ROLE OF JAMAICAN MUSIC AS AN INSTRUMENT OF LEARNING AMONG ADULTS LIVING IN A JAMAICAN GARRISON A Dissertation by DONALD GEORGE STODDART Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Chair of Committee, Mary V. Alfred Committee Members, Fredrick Nafukho Idethia Harvey Elizabeth Roumell Head of Department, Mario Torres May 2020 Major Subject: Educational Human Resource Development Copyright ©2020 Donald George Stoddart ABSTRACT This study was designed to explore the role of Jamaican music as an instrument of learning among adults living in a Jamaican garrison. Additionally, an aim of this study was to identify elements of culture that can be explored further as a pedagogical tool for others with similar life circumstances living within garrisons and other communities. Given the current state (criminality, poverty, lack of educational opportunities, and stereotypes) within Jamaica and specifically within garrison communities, it is essential to understand the sociocultural and socio-economic context of how adults navigate life within the garrison community. The perceptions of the garrison members are relevant in making meaning from their life stories. In an effort to illuminate the truth in the participants’ stories, Moustakas’s transcendental phenomenological approach was utilized as the basis for data collection and interpretation. In addition, the study was guided by four theoretical constructs. These included critical/emancipatory theory, postcolonial theory, sociocultural theory, and incidental or informal learning theory. Findings from this study illuminate how Jamaican music is used as an educational tool in reshaping the lives of adults living in a Jamaican garrison community. ii DEDICATION This dissertation is dedicated to my wife, Dahlia, and my son, Joshua. They have provided immense strength and motivation for me to proceed on this journey. iii ACKNOWLEDGEMENTS I have to thank my Almighty God, the Creator of time, space, and matter first. He paved the way and allowed me to achieve this milestone. I am totally subjected to Him and to His will in my life. He ensured that the power was always greater than the load along the way and He provided a wonderful family for me. For this, I will always be thankful. Next, I am grateful for my family. I thank my wife Dahlia for her tremendous support through good times and through times of struggle. She encouraged me most when I was down and stood by me, holding my hand like an angel, enabling me to traverse the rough path and she carried the load with me. Dahlia, thank you for being there and coping with the many challenges, my absences, and for being so thoughtful in the times I could not be there to support you as much as I should have or wanted to. My son Joshua, I am thankful for his love and understanding. I had to sacrifice many precious father-son moments in order to complete this study. I also thank my mother, my true inspiration. She taught me that giving up is never an option and this thought kept me going along this path. I am grateful for all my brothers’ encouragement, support, and for their constant belief in me, especially Bevor Hibbert, for sacrificing his time and other resources helping to lighten my burdens while I worked on this study. Additionally, I would like thank my committee members, Dr. Fredrick Nafukho, Dr. Idethia Harvey, and Dr. Elizabeth Roumell, for their time and effort, as well as valuable advice. Special thanks to my chair and mentor, Dr. Mary V. Alfred, who was very tolerant, patient, and supportive in countless ways for which I will be forever iv grateful. Dr. Alfred, you are truly an advocate in the classroom and I am sure I could not have succeeded without your support. I would also like to acknowledge the Texas Center for Adult Learning and Literacy (TCALL) for providing me with much needed support and research experience, as well as invaluable guidance. For consistent funding and academic support, I also thank the Department of Educational Administration and Human Resource Development. I have so much gratitude towards the Waller Seventh Day Adventist Church for their spiritual and moral support and guidance. I would be remiss not to thank my friend and colleague, Dr. Petra A. Robinson for her encouragement and time dedicated to help see me through to the end. Finally, I would like to thank the participants in my study, as I will be forever grateful for their input which made this study possible. v CONTRIBUTORS AND FUNDING SOURCES This work was supported by a dissertation committee consisting of Professor Mary Alfred, advisor, Professors Fredrick Nafukho and Elizabeth Roumell, members, of the department of Educational Administration and Human Resource Development, and Professor Idethia Harvey, member, from the department of Health and Kinesiology. Data analysis and all other work conducted for the dissertation was completed by the student independently. Additionally, no funding was received for the production of this document. vi TABLE OF CONTENTS Page ABSTRACT ........................................................................................................................ ii DEDICATION ................................................................................................................... iii ACKNOWLEDGEMENTS ............................................................................................... iv CONTRIBUTORS AND FUNDING SOURCES .............................................................. vi TABLE OF CONTENTS .................................................................................................. vii LIST OF TABLES .............................................................................................................. x CHAPTER I INTRODUCTION ......................................................................................................... 1 Background of the Study ........................................................................................ 5 Jamaican Politics and Political Parties: An Overview ..................................... 5 Poverty and the Making of Garrisons through Politics. ................................... 8 Music and Life in the Garrison. ..................................................................... 10 Statement of the Problem ..................................................................................... 18 Purpose of the Study ............................................................................................ 19 Research Questions .............................................................................................. 19 Conceptual Framework ........................................................................................ 20 Postcolonial Theory ........................................................................................ 20 Critical/Emancipatory Theory. ....................................................................... 21 Sociocultural Theory. ..................................................................................... 24 Informal or incidental learning. ...................................................................... 25 Significance for the Study .................................................................................... 25 Delimitations of the Study .................................................................................... 26 Operational Definition of Terms .......................................................................... 27 Chapter Summary and Organization of the Report .............................................. 28 II LITERATURE REVIEW ............................................................................................ 30 History of Jamaica ................................................................................................ 31 Colonization and Slavery. .............................................................................. 32 Emancipation and Independence. ................................................................... 37 Post-emancipation to Independence ............................................................... 41 Politics in Jamaica ................................................................................................ 45 vii Major political Parties in Jamaica. ................................................................. 47 The Making of Jamaican Garrisons ..................................................................... 50 Effects of Music on Learning ............................................................................... 54 Jamaican Popular Music and its Significance in the Caribbean and Jamaican Landscape ............................................................................................................. 55 Reggae in Jamaica: A Brief Historical Perspective ............................................. 58 Resistance in Reggae Music ................................................................................. 59 Theoretical Foundations Guiding the Study ......................................................... 60 Postcolonial Theory ........................................................................................ 61 Critical/Emancipatory Theory ........................................................................ 64 Sociocultural Theory ...................................................................................... 68 Informal/Incidental