Literaturnachweis - Detailanzeige
| Autor/in | London, Norrel A. |
|---|---|
| Titel | Ideology and politics in English-language education in Trinidad and Tobago. The colonial experience and a postcolonial critique. |
| Quelle | In: Comparative education review, 47 (2003) 3, S. 287-320Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0010-4086 |
| Schlagwörter | Ideologie; Schulpolitik; Curriculum; Englischunterricht; Geschichte (Histor); Kolonialismus; Sprachpolitik; Trinidad und Tobago |
| Abstract | "Teaching and learning the English language in Trinidad and Tobago ( TT) became institutionalized when British colonizers permitted missionaries to engage slaves in a measure of schooling in their territory." In the subsequent formalization of the education system, English "assumed ever greater significance in the school curriculum" and was assigned primacy at the expense of the indigenous languages "which are now effectively defunct, and viable alternatives to English no longer exist in TT." The author "excavates the intellectual arguments and thinking that might have accorded primacy for English . .. and explains how formal schooling inculcated and imposed English. The primary objective is to critique the TT experience using selected postcolonial constructs, and, in the process, three other objectives are achieved. First, [the author] scrutinizes the intervention strategies used by colonial bureaucrats in the schooling experience to promote and establish English among the masses; second, [he] analyzes how managers policed the English-language curriculum they had put in place; and third, [he] identifies the evaluations that managers themselves made about the programs they had installed." (DIPF/Orig./ Bi.) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2005_(CD) |
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