Education for Social Transformation (EST) in the Caribbean: A Postcolonial Perspective

Abstract

This paper critically examines the possibilities of education for social transformation (EST) in the context of the Caribbean Community (CARICOM). This is a region with a history of colonialism and embodies some of the central dilemmas of globalization, such as inequality and environmental precarity. Thus, conceptually, EST holds great promise for social justice and environmental sustainability. The paper argues, however, that EST can be relevant to the region only if it takes account of the enduring deep-seated legacy of asymmetries of power, exploitation and inequality in the broader society and within the education system resulting from colonialism and now exacerbated by globalization’s processes. Using postcolonial theory as the analytical frame, the paper highlights these challenges to EST in the context of the Caribbean and also identifies educational principles for EST to be a catalyst for social transformation in the region.

Curriculum Structure and its Influence on Content Knowledge of Economics Student Teachers

“…This unfairness affects learners because learners who are taught by teachers who are not competent in the subject content cannot perform well in the subject and that affects social transformation. Brissett (2018) argues that education is a probable catalyst of transformation which means learners can be transformed through education. To overcome this unfairness and bring social transformation, students should study academic major modules which are meant for economics teachers to develop their content knowledge.…”

“…According to Brissett (2018), education and school systems are probable catalysts of transformation that support structural and individual change. Education is indispensable in achieving positive societal transformation as it brings hope to societies (Musa et al, 2015).…”

“…Education is indispensable in achieving positive societal transformation as it brings hope to societies (Musa et al, 2015). Social transformation in education can be achieved if change occurs at multiple levels (Brissett, 2018). Teachers are central to social transformation in education as they transform learners by mediating between learners and educational content (Musa et al, 2015).…”

Towards a Theory of Education for Social Change: Exploring the Nexus between Transformational Education and the Capability Approach

“…The Elenchus pedagogy is about dialogue, and according to Cranton [48], transformative learning envisages a pedagogy that encourages dialogue in which both the educator and the learner participate equally in discourse. This translates to the TLF's view of the role of the teacher as that of facilitating the process of critical engagement towards knowledge reconstitution 'and changing of people's thinking and behaviour' ( [55], p. 4). Establishing this could help in realising the CA vision that people should be given the freedom to shape their destiny instead of being passive recipients of external agency efforts [56].…”

Russian Engineering Education In The Context Of The Social Demand Transformation

“…The markets globalization, competitiveness, educational and industrial standards, financial capital and high-tech innovations have nowadays actualized in the scientific discourse both the transformation of the education sector in general and the engineering education in particular (Alexankov, Trostinskaya, & Pokrovskaia, 2018;Brisset, 2018;Egorova, 2015). The challenges of the global knowledge economy and the fourth industrial revolution appeal to the demand for a new roadmap of the Russian engineering education on the one hand, and to the fundamental difficulty and social inertia that the higher technical school is facing, on the other.…”