Curriculum Convergence: an ethno-historical investigation into schooling in Trinidad and Tobago
Titel:
Curriculum Convergence: an ethno-historical investigation into schooling in Trinidad and Tobago
Auteur:
London, Norrel A.
Verschenen in:
Comparative education
Paginering:
Jaargang 38 (2002) nr. 1 pagina's 53-72
Jaar:
2002-02-01
Inhoud:
Conscious manipulation of the curriculum in order to achieve the goals of colonialism was a principle in schooling in Trinidad and Tobago prior to independent rule. The approach was selective: the state identified and conveniently put into practice certain principles believed to have potential for servicing the colonial ideal. The curriculum domains which provided guidance in the process were mental discipline, child study, social efficiency and humanism, and the indicators gleaned from each of these ideological camps came together at the height of the colonial period and collectively informed curriculum choice and pedagogical practices. An amalgam of curriculum principles and approaches, therefore, rather than any one distinct operational ideology, underpinned practice. The study focuses on the teaching end of the schooling spectrum. It uses an ethno-historical method to identify both curriculum content and pedagogical strategy, determines the ideological provenance of these inputs, and indicates how the colonial state stood to benefit from the choices made. It is argued that the approach used by the colonizer did in fact accomplish some intended outcomes, but in that very feat lies the crucible for many of the difficulties which an independent Trinidad and Tobago now faces in its attempt to develop and implement curricula that are responsive to the emergence into a modern nation state.
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