Recent comments that the school curriculum of Trinidad and Tobago is “culturally irrelevant” prompted this research project. The research was undertaken through a series of focus group discussions with community artists, curriculum officers and public figures interested in education, to explore the following issues:
1. a definition of and justification for the concept of “cultural relevance”
2. evidence of its existence or lack of existence in the current school curriculum
3. how it could be promoted in the curriculum and the associated challenges.