Enhancing Inclusive Practices, Teacher Development and Institutional Capacities in the Caribbean
Understanding the Challenge
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- Description
- Contents
- About
Lingering colonial influences, environmental changes, and international events make the provision of equitable, quality education in the Caribbean challenging. As a group of small states, the Caribbean faces complex educational crises that disrupt inclusion, access, and participation.
This edited collection sheds light on current research that tackles educational development concerns in the Caribbean, with the three chapters from African spaces providing a point of south – south reflection. Noting the important role that education plays in the empowerment of people and the social, economic, and political advancements of a society, the book illustrates interdisciplinary approaches towards educational reform, bringing to the fore methodologies and insights for enhancing inclusive practices, teaching pedagogies, and institutional capacities within the region.
Within the context of developing nations, the chapters explore policies, practices, and institutional frameworks which exist or can be developed to foster the provision of equitable quality education at multiple levels within education delivery. They consider empirical and conceptual frameworks that can be combined to guide educational improvement in the Caribbean and Africa, provide guidance and practice examples which respond to a diverse audience inclusive of policymakers, teachers, and students, and advance international and regional discussions to accelerate progress towards equitable education.
Introduction—Challenging the Status Quo for Inclusive Education: A Moral Imperative; S. Joel Warrican and Coreen J. Leacock
- Chapter 1. Towards Successful Education Transformation: Capitalising on the Theory of Double Gains; S. Joel Warrican
- Chapter 2. After the Battle Comes the War: Engagement in English Language Classrooms in Barbados; Melissa L. Alleyne
- Chapter 3. The Evolution of Inclusive Education in the Caribbean: The Case of St. Vincent and the Grenadines; Bethlene Ferdinand
- Chapter 4. Examining Students’ Attitudes towards School and Learning in Five countries in the Eastern Caribbean; Desire Collins, Rachel Frame, Don Howell, and Bethlene Ferdinand
- Chapter 5. Adaptive Practices and Local Realities: Reflections on a Regional Learning Recovery Programme in the Caribbean; Paula Alleyne, Laurette Bristol, Neva Pemberton, Martin Baptiste, Coreen J. Leacock, and S. Joel Warrican
- Chapter 6. Culturally Valid Measures in Developing Policies and Practices that Foster Inclusive School Climates in the Caribbean; Erin Mahon and Crescentiana Nataski Alfred
- Chapter 7. The Status of Special Education Needs Research in the Caribbean; Don Howell, Rachel Frame, Desire Collins, and Jonielle Alleyne
- Chapter 8. Understanding the Referral Process for Speech and Language Therapy in St. Vincent and the Grenadines; Jimelle Roberts
- Chapter 9. Building a Practice-Based Regional Teacher Education Programme to Support Inclusive, Social Justice-Oriented Teaching in Caribbean Schools; Verna Knight
- Chapter 10. Peering into the Black Box of Primary Classrooms: The Implications of Teachers’ Mathematics Knowledge for Teacher Education Programmes; Coreen J. Leacock
- Chapter 11. Caught! An Assessment of Caribbean Teachers’ Perceptions of Students’ Cheating; Glenda H. E. Gay
- Chapter 12. Insights into a Successful Online Course on Effective Pedagogies for Distributed Teaching and Learning; Andrea K. Veira, Glenda H. E. Gay, and Troy Carrington
- Chapter 13. Understanding the Role of Inclusive Education in Supporting Students with Physical Disabilities at a Zimbabwean Teachers College; Ncube Nozinhle and Dube Bekithemba
- Chapter 14. Decoloniality as a Pathway to Inclusive Education Praxis: Amplifying African Epistemologies as Foundations; Molebatsi Milton Nkoane
- Chapter 15. Reflection: Inclusion and Equity as a Collage of Intimate Biographies; Laurette Bristol, Paula Alleyne, and Desire Collins
- Afterword: Expanding Horizons for Inclusive Education Praxis; Molebatsi Milton Nkoane
Laurette Bristol is the Director of the School of Education at The University of the West Indies Cave Hill Campus, Barbados.
Paula Alleyne is a Research Consultant and the Chief Executive Officer of MODIF.
Desire Collins is a PhD candidate in the Caribbean Educational Research Centre at The University of the West Indies, Cave Hill Campus, Barbados.
Coreen J. Leacock is Senior Lecturer in Mathematics Education, with responsibility for Educational Research Methods in the School of Education at The University of the West Indies, Cave Hill Campus, Barbados.
S. Joel Warrican is a Professor of Education and Director of the Caribbean Educational Research Centre at The University of the West Indies, Cave Hill Campus, Barbados, as well as Adjunct Professor at the University of Venda.