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Decolonizing curriculum in St. Kitts and Nevis: A case study of reform efforts in response to socio-cultural colonial legacies

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Abstract:

During the colonial period, the British system of education was imported to St. Kitts and Nevis and has remained the model on which the nation’s current education system is structured. Since the independence era, the Ministry of Education in the Federation has worked diligently to reform the nation’s school curriculum in order to make education relevant to the goals and priorities of national development as well as to distance itself from the inequities of the colonial past. To understand how, if at all, education has become a means of liberation in the Federation, it is imperative to uncover how national curriculum reform in the former colony has contributed to the decolonization of the education system and to the empowerment of students. Thus, using qualitative data from historical policy documents and key-informant interviews, this paper focuses on the extent to which national curriculum reforms have redressed deep- seated socio-cultural legacies of the British colonial education system. From a postcolonial perspective, findings highlight that although reforms have worked to undermine the social hierarchy reinforced through the British grammar school system and to promote indigenous cultural production, distinctive socio-cultural legacies persist to date that constrain the empowering potential of a postcolonial curriculum. For education in the Federation to be truly libratory, these residual socio-cultural legacies must be effectively eradicated; this paper recommends ways to do so.
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Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p492941_index.html
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MLA Citation:

Pemberton, Neva. "Decolonizing curriculum in St. Kitts and Nevis: A case study of reform efforts in response to socio-cultural colonial legacies" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492941_index.html>

APA Citation:

Pemberton, N. , 2011-05-01 "Decolonizing curriculum in St. Kitts and Nevis: A case study of reform efforts in response to socio-cultural colonial legacies" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492941_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: During the colonial period, the British system of education was imported to St. Kitts and Nevis and has remained the model on which the nation’s current education system is structured. Since the independence era, the Ministry of Education in the Federation has worked diligently to reform the nation’s school curriculum in order to make education relevant to the goals and priorities of national development as well as to distance itself from the inequities of the colonial past. To understand how, if at all, education has become a means of liberation in the Federation, it is imperative to uncover how national curriculum reform in the former colony has contributed to the decolonization of the education system and to the empowerment of students. Thus, using qualitative data from historical policy documents and key-informant interviews, this paper focuses on the extent to which national curriculum reforms have redressed deep- seated socio-cultural legacies of the British colonial education system. From a postcolonial perspective, findings highlight that although reforms have worked to undermine the social hierarchy reinforced through the British grammar school system and to promote indigenous cultural production, distinctive socio-cultural legacies persist to date that constrain the empowering potential of a postcolonial curriculum. For education in the Federation to be truly libratory, these residual socio-cultural legacies must be effectively eradicated; this paper recommends ways to do so.


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Exploring post-colonial curriculum reform in St. Kitts and Nevis: A case study


 
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