Teachers’ nascent praxes of care: potentially decolonizing approaches to school violence in Trinidad

Williams, Hakim Mohandas Amani

doi:10.1080/17400201.2016.1245656

Cited by 18 publications

(3 citation statements)

References 61 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In these moments of minimization, both Theresa and Tonya found it difficult to achieve their goals, to implement what Roberts (2009) calls “critical care,” to reflect the value of students’ cultural and racial identities, while recognizing them for having the courage to speak up. This striving for a praxis of care is part of what led Theresa to wonder aloud if, under these conditions RJ may serve as a “wolf in sheep’s clothing” (Williams, 2017).…”

Section: Discussionmentioning

confidence: 99%

It’s Deeper Than That!: Restorative Justice and the Challenge of Racial Reflexivity in White-led Schools

Romano

Almengor

2021

Urban Education

View full text Add to dashboard Cite

This paper uses critical race theory to analyze several case studies focused on the experiences of two restorative justice coordinators (RJCs), both Black women and how they understood and responded to perceived racial injustices in urban schools with white leadership. These schools were attempting to address unequal disciplinary practices toward students of color through restorative justice and the RJCs adapted their approaches to addressing racialized dynamics while also developing school-wide networks to foster broader critical reflection on race. They navigated the risks of challenging white privilege and systemic racism both of which at times limited their attempts at influencing change.

show abstract

Section: Discussionmentioning

confidence: 99%

It’s Deeper Than That!: Restorative Justice and the Challenge of Racial Reflexivity in White-led Schools

Romano

Almengor

2021

Urban Education

View full text Add to dashboard Cite

show abstract

“…Implicit curriculum is embedded within cultural norms that inform laws, policies, pedagogies and dialogue (including tone and silences) and reinforcement (positive or negative) (Bickmore, 2011;Bush & Saltarelli, 2000;Williams, 2004;Giroux, 1981) while explicit curriculum includes lesson plans and lists of rules (Bickmore, 2011;Bush & Saltarelli, 2000. The impact of implicit curriculum is evident in a study of Trinidadian teachers where Williams (2017) writes about teachers' authentic use of student language as a mode for humanizing curriculum and pedagogy. In the Cuzco region of Peru, teachers are not simply servants of the public.…”

Section: Janus Face Of Education: Global Glancementioning

confidence: 99%

Silencing Indigenous Knowledge Systems: Analysis of Canadian Educational, Legal and Administrative Practice

Clarysse¹,

Moore²

2019

IJLPA

View full text Add to dashboard Cite

As a result of the Truth and Reconciliation Commission of Canada (or TRCC, 2015a, 2015b), calls to action concerning education and law reform have been made. Currently, there is an increase in reconciliation discourse in law, healthcare and education policy, curricula and pedagogy. In Canada, efforts to decolonize institutional structures compel scholars and activists to highlight the imperative of critical analysis of identity and place in answering the calls to action. Although it was developed by the Ministry of Education for the province of Ontario, more than a decade ago, prior to the TRCC, the First Nations, Métis, and Inuit Education Policy Framework continues to inform policy and administrative procedures. Informed by Indigenous knowledge systems embedded in restorative justice and peace-building practices, this paper presents a critical analysis of the First Nations, Métis, and Inuit Education Policy Framework (2007) and finds evidence resembling discursive settler-colonial patterns of Indigenous erasure through the practice of silencing Indigenous participation and voice. Through this critical analysis, several themes emerged including colonialism, survivance, patriarchy, self-identification, notions of education, assessment, and “us versus them” binary narratives. In response, this paper argues for a trans-systemic and transdisciplinary approach to the critical analysis of discursive patterns of silencing and erasure in policy, law reform, and administrative processes. Further, through deepening interpretations and understandings of Indigenous theory and knowledge systems, it may be possible for settler-colonial stakeholders to more acutely discern the impact of settler-colonialism embedded in education, policy, administration, and legal discourses. These findings have implications for educators and administrators as well as administrative, law and policy reform.

show abstract

“…Globally, 'half of students aged 13-15, approximately 150 million, report experiencing peer-to-peer violence in and around school' [3]. The rate of school violence in Trinidad and Tobago is unknown but seems to be increasing [4]. There were also reported cases of teenage pregnancy (38 of every 1000 girls aged [15][16][17][18][19]2021) [5], underage marriages (11%) [6], child molestation (an average of 1395 reports to the Children's Authority each year) [7], and bullying ('15% of adolescents aged 13-17 were bullied on one or more days in the past 30 days', 2017) [8].…”

Section: Introductionmentioning

confidence: 99%

School Systems in Trinidad and Tobago: A Cause of Deviant Behaviours/Violent Crimes and the XYZ Model of School Violence

Bahall

2024

WJPH

View full text Add to dashboard Cite

The aetiology of violence is manifold (genetic, personal, environmental, and situational) and of major concern to Trinidad and Tobago. The school system itself (the main conduit for overall child development) might be a major contributor to poor performance, deviance, and violent behaviour. Primary and secondary school education is a strategic instrument for promoting or hindering children's growth and development. This study aims to show the possible relationship between the school system and school performance and the potential for deviant and violent behaviour. Data were collected on the school system, school performance, and national crime levels. A literature search was also conducted on school systems, performance, and violence. Results indicate that primary school training focused on academic performance and did not cater to universal accessibility or 'legitimate structural accessibility' for all children, and focused on obtaining places in prestigious institutions for higher education. Since 2018, approximately 40% of the students have failed the secondary entrance assessment exam, with approximately 11% scoring less than 30%. With universal secondary school enrolment, students may be deprived further of accessibility. This may become compounded by the mixing of students of varying tendencies, behaviours, and otherwise. This continued reliance on academics satisfied the students at prestigious schools. The secondary school system brings added challenges such as the mixing of students (academics, non-academics, students with violent or deviant tendencies, etc.) of varied backgrounds and continued lack of 'legitimate structural accessibility'. A large section of the non-academically inclined (half passing fewer than five subjects) may find themselves doing inappropriate things, eventually leading to deviance or even violent behaviour. This is further complicated by contributions from the public health system. In the public school system, students, especially those who are not academically inclined, endure further stress, anger, frustration, and eventually ending in deviant/violent behaviour. A school system with an academic focus effectively decreases 'legitimate structural accessibility' and opportunities. This subsequently leads to 'non-performing students' affecting their psyche and confidence and disturbing other students, eventually leading to deviance and criminal activity. Such a dysfunctional school system must be corrected to allow student education to be holistic. Additionally, a need exists to develop a system to screen and identify students who are at risk or display deviance, and implement corrective measures.

show abstract

Teachers’ nascent praxes of care: potentially decolonizing approaches to school violence in Trinidad

Cited by 18 publications

References 61 publications

It’s Deeper Than That!: Restorative Justice and the Challenge of Racial Reflexivity in White-led Schools

It’s Deeper Than That!: Restorative Justice and the Challenge of Racial Reflexivity in White-led Schools

Silencing Indigenous Knowledge Systems: Analysis of Canadian Educational, Legal and Administrative Practice

School Systems in Trinidad and Tobago: A Cause of Deviant Behaviours/Violent Crimes and the XYZ Model of School Violence

Contact Info

Product

Resources

About