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Teachers' pedagogy and classroom practice choices as perpetuation and disruption to the colonial legacy of Trinidad & Tobago / Hayden Frederick-Clarke.
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Frederick-Clarke, Hayden, author.
- Language:
- English
- Subjects (All):
- Educational sociology.
- Educational philosophy.
- Education history.
- Cultural resources management.
- Educational administration.
- Educational leadership.
- Education policy.
- Caribbean studies.
- Ethnic studies.
- Educational and organizational leadership--Penn dissertations.
- Penn dissertations--Educational and organizational leadership.
- Local Subjects:
- Educational sociology.
- Educational philosophy.
- Education history.
- Cultural resources management.
- Educational administration.
- Educational leadership.
- Education policy.
- Caribbean studies.
- Ethnic studies.
- Educational and organizational leadership--Penn dissertations.
- Penn dissertations--Educational and organizational leadership.
- Genre:
- Academic theses.
- Physical Description:
- 1 online resource (205 pages)
- Contained In:
- Dissertations Abstracts International 82-07A.
- Place of Publication:
- [Philadelphia, Pennsylvania] : University of Pennsylvania ; Ann Arbor : ProQuest Dissertations & Theses, 2020.
- Language Note:
- English
- System Details:
- Mode of access: World Wide Web.
- text file
- Summary:
- Prior research has well outlined, detailed, and critiqued the effects of post-colonialism on schooling in Trinidad and Tobago and throughout the Caribbean, but there is a glaring absence of teacher voice regarding its legacy in teaching, learning, and schooling. The literature largely frames teachers as deprofessionalized, invisibilized, passive, or unaware of the historical and political dimensions of schooling. This study explored the logic, relevance, and responsiveness of the instructional climate of a secondary school near Port of Spain, Trinidad. It investigated how teachers at the school believe the Country's post-colonial context affects their work and how they perceive themselves within that context. Relatedly, the study probed teachers' conceptions of the role culture and equity play in the classroom and the broader school system. Finally, the study explored teachers' views on what they perceive as organic, indigenous, and "culturally relevant" practices (broadly defined). Through reporting based on site-based teacher interviews and focus groups, both formal and informal alumni focus groups, copious observational field notes, and critical engagement with an education scholar from the University of the West Indies, this resultant dissertation describes teachers' candid reflections and strong opinions on these issues as well as a more equitable and critical way forward.
- Notes:
- Source: Dissertations Abstracts International, Volume: 82-07, Section: A.
- Advisors: Ravitch, Sharon; Committee members: Diane Waff; Phaedra Pierre.
- Department: Educational and Organizational Leadership.
- Ed.D. University of Pennsylvania 2020.
- Local Notes:
- School code: 0175
- ISBN:
- 9798557024747
- Access Restriction:
- Restricted for use by site license.
- This item must not be sold to any third party vendors.
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