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 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.
Discusses the importance of education for any nation and for Cuba in particular, examining its political, pedagogical and sociological foundations, and portraying its accomplishments over the last 50 years. The principles underlying the educational policy of the Cuban government are explained, as they underpin the mission of the National Education System (NES) to carry forward educational work in the country.
Blouet profiles author Eliza Fenwick. Fenwick, an articulate, intellectual Englishwoman, operated a private school in Bridgetown for the daughters of upper class Barbadian society in the early nineteenth century.;
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.
