• John Hamer


Hamer examines history teaching and curricula in schools of the West Indies. A syllabus consisting substantially of West Indian history is a relatively recent development, legitimised by pioneers such as Goveia and Augier. The current debate centres on the legacy of colonialism, the failure of governments to recognise the importance of history in young people’s education, the perpetuation of stereotypes and the gap between academic historians and history teachers. Hamer suggests that it is not a new discourse that is needed, but rather the legitimisation of established indigenous voices and language into the historical canon. While the teaching of history raises problematic issues, and a range of different responses, the ambition remains to promote history teaching in schools with a distinctly Caribbean perspective.

Further Reading

  1. Johnson, H. ‘Decolonising the history curriculum in the Anglophone Caribbean’. Journal of Imperial and Commonwealth History 30 (2002): 27–60.CrossRefGoogle Scholar
  2. Howe, G. D., and D. Marshall. Citizenship Education, Democracy and Global Shifts. Re-Thinking Caribbean Social Studies. Kingston: UNESCO, 1999.Google Scholar
  3. Higman, B. W., ed. General History of the Caribbean. Vol. 6, Methodology and Historiography of the Caribbean. London and Oxford: UNESCO Publishing/Macmillan Education, 1999.Google Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  • John Hamer
    • 1
  1. 1.Modern History and History DidacticsSapienza University of RomeRomaItaly

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