The aim of this research article is to investigate how pupils from Black Caribbean backgrounds are helped to achieve high standards in British schools and to identify a number of significant common themes for success in raising the achievement
Explores the experiences of Caribbean women teachers who are recruited to teach in a mid sized Southern city. Narrative methods were used to analyze four Barbadian women teachers' perspectives on their: initial experiences and challenges; teaching philosophies and approaches to teaching American students; and successful transition into Louisville, Kentucky's public schools after five years of teaching. In an age where school districts across the nation seek educators from overseas to address the well-documented teacher shortage, this study has implications for helping future international teacher candidates transition into U.S. public schools.
The program, which is sponsored by the Haitian Heritage Museum, featured traditional lecture format, intermingled with question and answer sessions, and a line up of local artists - Caheej, Flo and Mecca aka "Grimo." Throughout the presentation, the performers and speakers itnteracted with the audience. The program was designed for that purpose, explained Evaline Pierre, CEO and founder of the Haitian Heritage Museum, to keep them paying attention. "I chose artists to teach the culture because art transcends all boundries. Anyone can identify a beautiful painting." Attention is important because one of the program goals is to teach Haitian culture, a culture that is not widely known about, and by extension increase tolerance for differences. "It's a starting point," said Serge Rodrique, cofounder of Haitian Heritage Museum, "[so] you can start to understand similarities."
Analyzes the educational progress of 530,000 pupils in England between age 7 in 2000 and age 11 in 2004. The results show that Black Caribbean boys not entitled to free school meals, and particularly the more able pupils, made significantly less progress than their White British peers. There is no evidence that the gap results from Black Caribbean pupils attending less effective schools. The results suggest the poor progress of Black Caribbean pupils reflects a systemic issue rather than the influence of a small number of "low quality" schools.
306 p., While it has long been assumed that schooling is integral to the construction of modern nation-states, surprisingly little is known about whether and how teachers actually go about transmitting national culture in the classroom. Relying on ethnographic research conducted in lycées on the French island of Martinique, including classroom observations, semi-structured interviews with teachers, informal interviews with school administrators and regional policymakers, and archival research, the author explores the ways in which history-geography teachers negotiate the construction of national and regional identities on an everyday basis, and in doing so become active participants in the formation of these identities within schools. The author finds that teachers in Martinique have long had significant influence over the implementation of national curricula.
Reports on data drawn from a study exploring the educational strategies of 62 Black Caribbean heritage middle-class parents. Considers the roles of race and class in the shaping of parents' educational strategies.
Compares curricular, ceremonial and pedagogical practices with how students and teachers make sense of racial identity and discrimination at the Jaime Hurtado Academy in the city and province of Esmeraldas, Ecuador, which is the only region of the nation where Afro-Ecuadorian people comprise a majority of the population. Finds that schooling was structured as a regime of equality, where social science textbooks make invisible the concepts of race and Blackness while school ceremonies enforced membership to the nation. Shows through an examination of how students and teachers make sense of racial identity and discrimination that race was a significant factor shaping teaching and learning at the research site and argue that schooling practices are implicated in this process by attempting to submerge racial and cultural differences.
