Resetting the Instructional Culture: Constructivist Pedagogy for Learner Empowerment in the Postcolonial Context of the Caribbean

Bailey, Erold K.

doi:10.1007/978-3-030-15769-2_10

Cited by 3 publications

(1 citation statement)

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“…In essence young people need to learn to be critically aware of how their circumstances are functions of broader structural and historical phenomena. As Bailey (forthcoming) [46] observes, constructivist approaches of teacher training should challenge colonial-influenced modes of teaching and learning and stimulate critical analysis of the phenomena that shape people's lives. In a similar vein, Bristol [38] (p. 3) argues that 'if teachers are to transcend the limitations of the hegemonic discourses endemic to a culture of colonialism, then they must become self-conscious agents of social transformation by constructing their teaching as subversive activity'.…”

Section: Est and Pedagogical Changementioning

confidence: 99%

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

Brissett

2018

Education Sciences

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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.

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Section: Est and Pedagogical Changementioning

confidence: 99%