Dwayne is a Grade 6 student who came to Canada from Jamaica at the age of seven. Upon arrival in a new school Dwayne had to adapt to a new culture. In addition, Dwayne was identified as having severe behavioral problems and learning difficulties, and it was recommended within the first month of school that the boy be medicated in order for him to cope. His mother refused. Through interviewing Dwayne's mother and his teacher, a case study details Dwayne's experiences of schooling. The story of Dwayne illustrates how experiences of disablement are interrelated with experiences of migration and racialization.
Explores contestations over the reality and complexity of educational underachievement and whether this relates to broader political–economic marginalization (or privileging) of boys. Argues that boys’ underachievement should neither be ignored nor be the exclusive focus of attention and that a move from ‘boys’ underachievement’ to a broader analysis of ‘gender and education’ is needed, to place the debate in a gender relational context.
Argues that Haiti must begin immediately to lay the foundations for a society that will improve significantly on that of the last two hundred years, that two of the critical groups in that process will be women and young professionals, and therefore that high quality human rights education is needed to assure their political, economic and professional empowerment.
Argues that neoliberalism carries out its agenda of privatization through public spaces that are never fully dismantled. Draws on empirical research into spaces that exemplify the usefulness of our reading of neoliberal privatization, including aspects of post-Katrina New Orleans and a more thorough case study of a pre- and post-earthquake Haiti and its highly privatized education system.
Central to the Reform of Secondary Education (ROSE) in Jamaica in the 1990s was the achievement of goals of access, equity and quality through the implementation of a common curriculum in all schools. Within this reform, Resource and Technology (R&T) was an innovation designed to develop the creative potential in technology and to transform pedagogical practices from being teacher-centred to being student-centred. This paper examines how teachers and principals involved in the implementation of R&T perceive its attributes, such as need and relevance and observability.
A recent analysis of the Longitudinal Study of Young People in England (LSYPE) indicates a White British-Black Caribbean achievement gap at age 14 which cannot be accounted for by socio-economic variables or a wide range of contextual factors. This article uses the LSYPE to analyse patterns of entry to the different tiers of national mathematics and science tests at age 14.
