Dr. Carmel Roofe is a Professor of Curriculum Studies in the School of Education, at The University of the West Indies, Mona where she is the programme co-ordinator for masters and doctoral programmes in Curriculum Studies. Her career in teaching spans teaching in secondary schools and training initial and in-service teachers at the Higher Education level. She has served as consultant with the World Bank and the Ministry of Education, Jamaica, and as a resource person for the Commonwealth of Learning. She is the co-founder and current president of the Caribbean Association for the Advancement of Curriculum Studies and the coordinator of the Association of Graduate Researchers in Education (AGRE). She conducts research in the areas of teacher education, curriculum theory and practice, and school leadership. She has authored and co-authored several peer reviewed journal articles, special issue journals, books and book chapters.
ORCID ID: https://orcid.org/0000-0002-7345-042X
BOOKS
• Roofe, C. (2022). The Lived Curriculum Experiences of Jamaican Teachers: Currere and Decolonising Intentions. Palgrave MacMillan.
• Blair, E., Roofe, C. & Timmins, S. (2020). A cross-cultural consideration of teacher leaders' narratives of power, agency and school culture: England, Jamaica and the United States. Myers Education Press.
• Roofe, C., & Bezzina, C. (Eds.). (2017). Intercultural studies in curriculum: Theory, policy and practice. Palgrave Macmillan.
JOURNAL ARTICLES AND BOOK CHAPTERS
• Roofe, C. (2024). Teachers creating anti-colonial futures: Exploring curriculum conversations with teachers through autobiographical reflection. Power and Education, 0(0). https://doi.org/10.1177/17577438241246095
• Roofe, C. & Ferguson, T. (2023). Offering up Ourselves: An Autoethnographic Exploration of Two Female Academics during the COVID-19 Pandemic. In Bissessar, C. (Ed.), Female academics’ resilience during the COVID:19 pandemic: Intercultural perspectives. Springer Nature.
• Roofe, C. (2022). Caribbean Orality as a method for teacher involvement in curriculum making in Jamaica. The Curriculum Journal, 33(2), 297-313. http://doi.org/10.1002/curj.152
• Roofe, C., Ferguson, T., Stewart, S., Roberts, N. (2022). Provoking Reflection: A Photovoice Exploration of Non-Traditional Adult Learners’ Challenges in a Jamaican Higher Education Context. The Journal of Continuing Higher Education, 71(3), 314–331. http://doi.org/10.1080/07377363.2022.2087169
• Roofe, C. (2022). Purposeful Teaching and Learning: Realities and Possibilities. In D. Hucks, Y. Sealey-Ruiz, V. Showunmi, & S. C. Carothers (Eds.). Purposeful teaching and learning in diverse contexts: Implications for access, equity and achievement, (pp. 341-352). Information Age.
• Roofe, C. (2021). Instructional Leadership During Crisis: Jamaican School Leaders’ Response. In: C. Bissessar (Ed.), Emergency Remote Learning, Teaching and Leading: Global Perspectives (pp. 217-234). Springer.
Our 7 faculties and 12 professional schools offer more than 200 programmes to some 18,000 graduate, undergraduate and continuing studies students.
The UWI, Mona ranks first in Jamaica among accredited tertiary-level programmes. In 2012, the University was again one of Jamaica’s Top 100 Employers.
