This article examines the extent to which racial/ethnic segregation between Afro- and Indo-Caribbean immigrants in New York City (NYC) impact their language use, particularly in schools. It reports on the results of a year-long qualitative study conducted in two schools—one located in a predominantly Afro-Caribbean, and the other in a predominantly Indo-Caribbean community in NYC—exploring the relationship among racial/ethnic identity, residence, social interaction and language practices with regard to Caribbean immigrant children. 

An earlier study of gendered achievement at the UWI School of Medicine at St. Augustine suggested that most differentials were negligible to small at the preclinical stage and small to moderate at the clinical stage (De Lisle and Pit-Miller 2002). One explanation for these small gender differences was that the stringent selection processes created sample restriction. In 2003, changes were made to the assessment scheme in the biomedical sciences, with the elimination of a number of formats.

About five years after the completion of the Lesotho Environmental Education Support Project (LEESP), a small-scale qualitative study was undertaken to explore appropriate Environmental Education (EE) pedagogy drawing some lessons from LEESP and EE practice in the UK. LEESP set out to establish ‘action competence’ among learners in primary and secondary schools, in response to intensifying environmental problems in Lesotho.

This paper uses a case study of Jamaica to examine the importance of parental involvement in children’s education as a way of improving education and child outcomes as well as of stemming the transmission of conditions of poverty and exclusion across generations. The paper argues that while the involvement of parents is widely acknowledged as critical to the education process, there are systemic and societal barriers which impinge on parents’ exercise of agency in their children’s upbringing.

Based on findings from a study of beginning teachers’ concepts of professionalism in Jamaica, this paper argues for the development of pedagogy in teacher education to address sustainability. The findings indicate that at the core of beginning teachers’ concept of the teacher as a professional is that of the teacher as a change agent. What these teachers mean when they speak of change agents and change agency is the subject of this paper.

In this article, I reflect on my experiences as a novice teacher-researcher. This activity, a requirement for a Doctor of Philosophy degree, was my initial attempt at systematic self-analysis of my work in kindergarten at a public primary school in Montserrat.

This paper tells the experiences and perspectives of six exemplary elementary school principals and their teachers participating in a regional project in the Caribbean. These principals all work in difficult environments and oversee schools which had histories of academic failure. The accounts drew on a number of sources: oral presentations made by the principals in a regional forum; written reports by the principals; interviews with the principals; and questionnaire data collected from teachers from the various schools.

Typically, the debates on economic advancement in this ‘globalized’ economy, particularly for small states, are steered towards the robustness of monetary and fiscal policies and other related macroeconomic measures. Without doubt those are essential ingredients, but this paper seeks to draw close attention to an often taken-for-granted, but equally fundamental driver of economic progress.

“Internationalization of Tertiary Education in the Caribbean'' refers, at least in part, to the extent to which the Anglophone Caribbean provides access to higher education at international standards of quality, scope, cost, and relevance. Anglophone Caribbean nations have responded to this internationalization challenge and significantly increased enrolment ratios, often driven by public investment, in an effort to align more closely their ratios with international rates of tertiary education coverage.

Canada’s multicultural policy has been in effect since 1971, and corresponding changes to immigration policy since then have resulted in a significant shift in ethnoracial demographics. What was once seen as the “great white north” is becoming, especially in large urban centres such as Toronto, Vancouver, and Montreal, increasingly non-white in terms of population.