Curriculum Convergence: An ethno-historical investigation into schooling in Trinidad and Tobago

The continua of identities in postcolonial curricula: Kenyan students’ perceptions of gender in school textbooks

“…None of these processes, however, are mutually exclusive, arguably arising in similar ways and methods of implementation. Bearing in mind Benavot et al's (1992) assertion that mass curricula is ''closely linked to the rise of standardized models of society'' (41), the manipulation London (2002) discusses is certainly still at play in postcolonial states today through conditionalities that direct curriculum development in ways that mirror and/or support the ideological needs of the Global North (Steiner-Khamsi, 2010).…”

“…In an analysis of curriculum convergence in colonial Trinidad and Tobago, London (2002) found that the colonial curricula made use of worldviews that would reinforce colonial objectives. This is done in a strategic manner whereby manipulation of curriculum design and implementation is an integral part of an otherwise linear process that ensures colonial rule (London, 2002).…”

“…This is done in a strategic manner whereby manipulation of curriculum design and implementation is an integral part of an otherwise linear process that ensures colonial rule (London, 2002). With independence, postcolonial states had to deal with colonial legacies in education and creating national identities to bring together a myriad of distinct and diverse ethnicities (Benavot and Braslavsky, 2007), while also legitimizing and maintaining their positions of power.…”

Academic development through the contextualization of the Scholarship of Teaching and Learning: reflections drawn from the recent history of Trinidad and Tobago

“…In the case of Trinidad and Tobago, it is suggested that reflection in this area will entail consideration of its colonial past, its educational structures, and the overarching pedagogic zeitgeist. The MOE's practice of policy 'borrowing' has been a double-edged sword for the people of Trinidad and Tobago, in that there have been many improvements in education since independence (London, 2002), yet there has been little scrutiny of the cultural relevance of these borrowed policies (James, 2010). This has meant that there has been little measure of what might be 'best practice' in relation to the specific needs of the people.…”

“…While London (2002) highlights a number of political and ideological changes in the education system of Trinidad and Tobago since independence, James (2010) found that the Ministry of Education (MOE) still had a tendency to draw from elsewhere rather than to develop from within and that the MOE 'needs to review the impact of policy borrowing and strive to make policies more contextually and culturally relevant' (James, 2010, p. 376). …”