Mapping the Contours of Caribbean Early Childhood Education

Autor/inn/en	Escayg, Kerry-Ann; Kinkead-Clark, Zoyah
Titel	Mapping the Contours of Caribbean Early Childhood Education
Quelle	In: Global Education Review, 5 (2018) 4, S.236-253 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Early Childhood Education; Educational Quality; Preschool Curriculum; Teaching Methods; Foreign Policy; Culturally Relevant Education; Teacher Education Programs; Racial Attitudes; Identification (Psychology); English; Educational Policy; Foreign Countries; Racial Bias; Power Structure; Racial Segregation; Social Justice; Antigua and Barbuda; Dominica; Grenada; Haiti; Montserrat; Saint Kitts and Nevis; Saint Lucia; Saint Vincent and the Grenadines; Bahamas; Barbados; Guyana; Jamaica; Surinam; Trinidad and Tobago + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Quality of education; Bildungsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Außenpolitik; Rassenfrage; English language; Englisch; Politics of education; Bildungspolitik; Ausland; Racial discrimination; Rassismus; Rassentrennung; Soziale Gerechtigkeit; Antigua und Barbuda; Trinidad und Tobago
Abstract	Regional scholars in the Caribbean context have long advocated for quality early childhood education. The majority of their contributions however, focus primarily on curriculum, policy, and to a lesser extent, teaching practices. In this article, we broaden the scope of extant literature by conceptualizing a model for Caribbean early childhood education, one which draws on and supports an anti-colonial and decolonizing perspective. Specifically, we interrogate the enduring legacy of colonialism on teaching and learning practices--and illustrate how these manifest in contemporary schooling processes. Equally significant, we examine and critique underlying epistemologies that frame current regional approaches, and offer an alternative framework that accents cultural knowledges in curriculum, pedagogy and teacher education. In response, we foreground childhood decolonization as integral to the development of positive racial and cultural identity, and in such vein, offer curricula, pedagogical and institutional (i.e., teacher education) suggestions consonant with an anti-colonial and decolonizing approach to early childhood education in the English-speaking Caribbean. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01