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Publication Type
Book Chapter
UWI Author(s)
Author, Analytic
Evans, Hyacinth; Tucker, Joan
Author Affiliation, Ana.
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Title, Analytic
Confronting postcolonial legacies through pre-service teacher education: the case of Jamaica
Medium Designator
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Connective Phrase
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Author, Monographic
Solomon, Patrick R.; Sekayi, Dia N.
Author Role
Editors
Title, Monographic
Urban teacher education and teaching: Innovative practices for diversity and social justice
Reprint Status
Refereed
Edition
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Place of Publication
Mahwah, N. J.
Publisher Name
Lawrence Erlbaum Associates
Date of Publication
2007
Volume ID
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Issue ID
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Page(s)
147-162
Series Editor
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Series Editor Role
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Series Title
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Series Volume Identification
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Series Issue Identification
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Connective Phrase
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Location/URL
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Notes
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Abstract
Any understanding of teaching and learning in urban Jamaican schools must be culturally and historically situated. This situating helps to understand the kind of teaching that occurs in most of these classrooms; it also provides signposts for the changes that are necessary and the ways in which these changes can be effected. This chapter consists of two parts. In the first part, we provide the social, cultural, and historical context of education in Jamaica and discuss the problems of race, color, class, and poverty as they are enacted in urban schools. The second addresses the challenges that this legacy poses for teacher education and describes a unique course that addresses some of the legacies of this social historical context. Based on the experience of this course, the chapter proposes ways in which initial teacher education can prepare teachers who are capable of combating the legacies of colonialism and the inequities that it brought about, and who are able to adopt progressive pedagogies and engage in respectful relationships with diverse students....
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