About the Book
This handbook covers the history, policy, practice and theories of African and Caribbean education and promotes the sustainability of socio-cultural beliefs, values, knowledge and skills in the regions. Africa and the Caribbean share commonalities of the geopolitical and historical dominance by European empires and colonialism and aftereffects of anti-blackness in the global trade in enslaved persons. Indigenous religious, cultural, and ethnic currents in Africa are echoed in the Caribbean along with a strong infusion of Asian and other ethnic influences. The handbook shows how educators in both regions are grappling with Western education eclipsing indigenous epistemology and contributes to important debates and discourses including culturally relevant teaching, decolonization, critical race theory, Africana studies, Black emancipation, the African diaspora, Bi-cultural experiences, and the climate emergency. It is organized into three sections covering past issues that frame education in Africa and the Caribbean; the present challenges and opportunities of Education in the regions; and future opportunities for education post-2020.
Table of Contents:
Foreword, Michael Ndemanu (Ball State University, USA)
Introduction: Philosophical, Political, and Sustainability Mandates of Reimagining Education in Africa and the Caribbean, Sheron Fraser-Burgess (Ball State University, USA), Joyanne De Four-Babb (University of Belize, Belize), Aleshia V. A. Allert (University of the West Indies, Global Campus), Verna Knight (University of the West Indies, Barbados), Oluseyi Matthew Odebiyi (Arizona State University USA) and Ishola Salami (University of Ibadan, Nigeria)
Part I: Past Schemas that Frame Education Systems in Africa and the Caribbean
1. Postcolonial and Decolonial Historical Philosophies and Contexts, Sheron Fraser-Burgess (Ball State University, USA) and Ishola Salami (University of Ibadan, Nigeria)
2. Historical Dimensions to the Development of Education Policies: A Study across Four Countries, Canute Thompson (University of the West Indies, Jamaica), Freddy James (University of the West Indies, Trinidad and Tobago), Mary Bolapeju Agboola (University of the West Indies, Jamaica), Ian Marshall (University of the West Indies, Barbados) and Maxine Henry-Wilson (University of the West Indies, Jamaica)
3. Emancipatory Pedagogy for Africa and the Caribbean, Marie Green (University of Toronto, Canada) and George Dei (University of Toronto, Canada)
4. Postcolonial and Morphogenetic Theory in Recent Education Reform in Trinidad and Tobago: 1950 to 2023 and Beyond, Jerome DeLisle (University of the West Indies, Trinidad & Tobago)
5. Repositioning Identity, Citizenship and Social Justice: Tensions and Prospects within Caribbean Institutions of Higher Education, Talia Esnard (University of the West Indies, Trinidad & Tobago), Laurette Bristol (Caricom, Guyana), Theresa Coye (University of Belize, Belize), Joyanne De Four-Babb (University of Belize, Belize), and Lisa Perez (University of Trinidad and Tobago, Trinidad and Tobago)
6. Universalizing Access to Basic Education: Philosophical, Historical and Practical Challenges in Africa and the Caribbean, Verna Knight (University of the West Indies, Jamaica)
7. Historical and Post-colonial Frameworks Shaping Leadership Paradigms in African and Caribbean School Systems, Aleshia V. A. Allert (University of the West Indies, Global Campus)
8. Cultural Ecology: Morality in Focus in Indigenous Education as a Necessity in Contemporary, Yoruba Society, Emmanuel Babalola (University of Ibadan, Nigeria)
9. The Shape of (Post) Colonialism in Caribbean Language Education: A History Not Yet Past, Janice Jules (University of the West Indies, Barbados), Sandra Robinson (University of the West Indies, Barbados), and Korah Belgrave (University of the West Indies, Barbados)
10. Caribbean Emancipatory Pedagogy: A Response to the Ideology of Colonial Educational Project, Mervin Chisholm (University of the West Indies, Jamaica)
Part II: Understanding Current Realities, Challenges, and Opportunities for Education in Africa and the Caribbean
11. Disruptive Events and Educators’ Responses to Education in Africa and the Caribbean, Verna Knight (University of the West Indies, Barbados) and Oluseyi Matthew Odebiyi (Arizona State University, USA)
12. Secondary STEM Teachers’ Post-Hurricane Experiences and Acts of Agency in the United States Virgin Islands (USVI), Diana Bowen (University of the Virgin Islands, USA), Lawanda Cummings (University of the Virgin Islands, USA) and Nadia Monrose Mills (University of the Virgin Islands, USA)
13. This is How We Do It: Special Education Praxis in The Bahamas, Anica Bowe (Rutgers, The State University of New Jersey USA) and Phillandra Smith (Syracuse University, USA)
14. Learning from a Grey Swan Event:Public Examinations and the Pandemic in the Caribbean, Nalini Ramsawak-Jodha (University of the West Indies, Trinidad and Tobago), Jerome De Lisle (University of the West Indies, Trinidad and Tobago), Carla Kronberg (University of the West Indies, Trinidad and Tobago), Vivian Alexander (University of the West Indies, Trinidad and Tobago), Tracey M. Lucas (University of the West Indies, Trinidad and Tobago), Nirmala Ramnarine (University of the West Indies, Trinidad and Tobago), Murella Sambucharan (University of the West Indies, Trinidad and Tobago), Nicola Mark (University of the West Indies, Trinidad and Tobago), Sharmila Harry (University of the West Indies, Trinidad and Tobago) and Sharon Phillip (University of the West Indies, Trinidad and Tobago)
15. Caribbean Teachers’ Experiences Navigating Teaching and Learning During the COVID-19 Health Pandemic, Verna Knight (University of the West Indies, Barbados), Curtis Gittens (University of the West Indies, Barbados) and Mechelle Gittens (University of the West Indies, Barbados)
16. Bi-Cultural Exposure And Cultural Identity Among Primary School Children, Oluyemisi Idowu Majebi (University of Ibadan, Nigeria), Kemi Dorcas Jimoh (Olabisi Olabanjo University, Nigeria) and Bose Funke Ogunbiyi (Olabisi Olabanjo University, Nigeria)
Part III: Future Opportunities For Education For Sustainable Development: The Way Forward Post-2020
17. Building Resilience Post-2020, Joyanne De Four-Babb (University of Belize, Belize) and Aleshia V. A. Allert (University of the West Indies, Global Campus)
18. Enacting Resilience in Education Systems in Sub-Saharan Africa and Trinidad and Tobago, Kathleen Sandy-Thompson (Western University, Canada), Paula Marcelle (Indiana University, USA), and Alvin Thompson (University of British Columbia, Canada)
19. Challenges and Triumphs of Covid-19 Education Disruption: A Case for Education Re-Imagined, Denise J. Charles (Ministry of Education, Barbados)
20. Diversifying Science Teaching in the post COVID-19 era: An E-leadership Approach, Dave Cassie (University of Southern Caribbean, Trinidad & Tobago)
21. Policies and Practices towards Sustainable Early Childhood Care and Education Environments in South Africa, Rosy Qhosola Mahlomaholo (University of KwaZulu-Natal, South Africa) and Sechaba Mahlomaholo (University of Mpumalanga, South Africa)
22. Early Childhood Education for Socio-Cultural Development In Africa: Strengths, Neglects and the Way Forward in Nigeria, Akindele I. Salami (University of Ibadan, Nigeria) and Bako J. Atumba (Taraba State University, Nigeria)
23. A Vision for School-Community Partnerships for Rural Development in Trinidad and Tobago, Alicia F. Noreiga (University of New Brunswick, Canada)
24. Educational Cooperation in an Era of Deglobalization: Lessons for the Caribbean Community, tavis d. jules (Loyola University Chicago, USA), Aleta Garrett (Loyola University Chicago, USA), Pravindharan Balakrishnan (King's College London, UK) and Abigail Smith (American University of Sharjah Housing Residence, United Arab Emirates)
Index
About the Author :
Sheron Fraser-Burgess is Professor Emeritus of Social Foundations of Education/Multicultural Education, Ball State University, USA.
Joyanne De Four-Babb is Research Director at the University of Belize, Belize.
Verna Knight is Lecturer for Social Studies and Education Policy at the University of the West Indies, Barbados.
Oluseyi Matthew Odebiyi is Assistant Professor of Teacher Preparation at Arizona State University, USA.
Aleshia V. A. Allert is Instructor in Education at the University of the West Indies Global Campus.
Ishola A. Salami is Senior Lecturer in Childhood Education and Primary Mathematics at The University of Ibadan, Nigeria.
Review :
A comprehensive exploration of several education systems in these two understudied regions, providing valuable insights from experts who are intimately familiar with the local contexts. From early childhood education to higher education, this book delves into the unique challenges of educators in multiple countries, and the inclusion of colonial perspectives adds a critical dimension to understanding the historical context shaping current education and educational practices. Readers will gain a deeper understanding of the cultural influences, political factors, and societal norms that affect education in the Caribbean and Africa. The diverse viewpoints presented in this collection offer a rich tapestry of knowledge that will resonate with policymakers, educators, and students alike, making this book an essential resource for anyone seeking a nuanced understanding of education in the countries represented herein.
Moving between poetry and prose, postcolonial and decolonial, pedagogy and practice, this handbook is an act of love that must be read and felt by all who are interested in a better, sustainable, and more hopeful future for Caribbean and African Studies in education.
