In this paper, we examine the efficacy and relevance of constructivist pedagogy within the Jamaican schooling and educational contexts. We recognize that it is an educational topic that has received a fair amount of attention in Jamaica, one which has been discussed and written about by numerous scholars and educators who have focused extensively on areas of curriculum, teaching, and learning (Down, 2008; Evans, 2006; Figueroa, 2010; Gentles, 2006; Jennings, 2007).

This paper is interested in the ways in which the everyday experiences of Jamaican Canadians function as accumulated moments that mark their collective journeys across time and place, and reveal the complexity of their dual relationship between Jamaica and Canada. Specifically, the paper uses five uniquely Canadian episodes or incidents, occurring in each of the five decades between 1970 and 2012 (the 50th anniversary of Jamaica's independence from Britain) to examine how Jamaican Canadians claim the right to not just legal, but also social citizenship.