Abstract
This chapter journeys through the short history of formal education in the lives of Commonwealth Caribbean people in the Caribbean and Britain. This essentially positions Caribbeans as a social-ethnic group that has been studied extensively since WWII. The chapter ends with a suggestion that the key settings in which Caribbeans are socialised and in which they develop and deploy psychosocial resources will be appreciated more fully in Part II.
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Notes
- 1.
In the UK’s 2011 Census, 599,357 people—approximately 1 per cent of the population—identified as Caribbeans. Additionally, 426,715 identified themselves as mixed-race white and black Caribbean. London had the highest concentration of Caribbeans, with 344,597 residents identifying as such, equating to 4.2 per cent of the city’s population.
- 2.
Colin Brock—an honorary professor of education at the University of Durham—has published a body of work that spans his explorations in comparative and international education.
- 3.
Sidney Mintz—an anthropologist widely known for his research into the Caribbean, creolisation, and the anthropology of food—is acclaimed for his historical and ethnographic studies that shed light on the processes of slavery, global capitalism, cultural hybridity, the Caribbean peasantry, and the political economy of food commodities.
- 4.
Keith Watson—a professor of comparative and international education at the University of Reading—has authored several books on various aspects of comparative and international education, including the widely referenced Education in the Third World (1982). He has also published widely on language policies, education in developing countries, and educational administration and policy-making.
- 5.
Vivian Edwards—a professor of language in education at the University of Reading—is editor of the international journal Language and Education and has researched and published widely in the areas of multilingualism and education.
- 6.
Malcolm Gladwell—born in England to a Jamaican mother and an English father—has authored numerous bestsellers in which in he explores the implications of social-science research and makes extensive use of academic work, particularly in the areas of sociology and psychology.
- 7.
Ceri Peach—emeritus professor of social geography at the University of Manchester—has written widely on issues surrounding human migration, minority groups, and religious groups in cities. His more contemporary work focuses on ghettoisation in Britain and patterns of racial segregation in the United Kingdom and the United States.
- 8.
Barry Troyna—an authority on race relations and multiculturalism in Britain—focused largely on policy issues surrounding race, education, and social justice in much of his work throughout his career.
- 9.
Leslie Scarman served as president of the British Institute of Human Rights , founded the Scarman Trust, and worked on behalf of the Prince’s Trust, among many other duties during his career. He was awarded the Order of the British Empire (OBE) and created a life peer as Baron Scarman of Quatt in the County of Shropshire.
Bibliography
Brock, C. (1982). The Legacy of Colonialism in West Indian Education. In K. Watson (Ed.), Education in the Third World: The Continuing Colonial Impact (pp. 119–140). London: Croom Helm.
Mintz, S. W. (1989). Caribbean Transformations. New York: Columbia University Press.
Peach, C. (1968). West Indian Migration to Britain: A Social Geography. London: Oxford University Press.
Piaget, J. (1934). Seule l’ éducation est apte à sauver nos sociétés d’une dissolution possible, violente ou graduelle. In Rapport du Directeur: Cinquième Réunion du Conseil (p. 31). Geneva: Bureau Int. d’Éducation.
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Maduro, W.E. (2018). Empirical Insights: Something about What We Know. In: Caribbean Achievement in Britain. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-65476-8_2
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DOI: https://doi.org/10.1007/978-3-319-65476-8_2
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