The purpose of critical inquiry is to 'offer critiques of our world that allow us to transform it' (Baez, 2007: 18). Inthis article it is argued that limiting critical inquiry to qualitative techniques is fallacious. The critical theorist seeks to understand the experiences of individuals and groups in light of social prescriptions and cultural constraints (Stage, 2007). Lamiell (2003) noted that the scientific objective of quantitative methods was alwaysto ascertain an understanding of human experiences andto gain insight into the workings of the human mind.

This paper deals with women, education and development in India. It sketches the development in women's education in the current context in India and shows that higher school enrolment has led to better jobs for women, a lower fertility rate and overall benefits in nutrition and health for the family. However, higher education levels have not necessarily translated into higher status for women because societal attitudes are hard to change.The overall question this paper aims to address is: What really matters when evaluating human well-being?

This paper reflects on the ways in which traditional notions of literacy are being challenged by new technologies, arguing that alongside a re-conceptualization of literacy, educators need to re-think literacy curriculum content and their approaches to teaching. Taking a view of literacy as a social practice, it discusses how increasing numbers of people in technologically rich environments are taking opportunities to produce complex digital texts as part of their everyday life.

This paper provides a comparative analysis of the writing performance in English of African heritage students in Birmingham, England and Kingston, Jamaica. The study explores the effects of language use on the written production of English among African heritage students in two geographical locations, Birmingham, England and Kingston, Jamaica. Particular attention is drawn to the effects of Jamaican Creole usage in Jamaica and Creole/ Black British Talk in England, on the achievement levels of African heritage students.

The Journal of Education and Development in the Caribbean was first launched in Guyana twelve years ago.

The psychosocial environment in a classroom impacts on the experiences of all students. That environment is mostly influenced by the emotional stability of the teacher. Teachers with mental health problems can hurt their students. It is therefore critical that teachers’ mental health and wellbeing be considered as an important area for research.

Following up on a research project in which concerned citizens, members of the artist community, academics and curriculum officers were interviewed, this study sought teachers’ perspectives about the culture/curriculum nexus, given the persistent perception that the curriculum is culturally irrelevant. A survey instrument was developed and validated and the findings from the questionnaire reported.

Although a wide body of research on school violence exists, much of the work is concentrated within westernized contexts, particularly within the American context, and is focused on the types of violent behaviours exhibited, the causes of the behaviour, and solutions to reduce the behaviours. Within the local context, research has identified root causes of school violence and possible solutions. These local studies neither purposely focus on the unmet needs of the secondary victims of school violence nor devise programmes to address the needs of this group of victims.

Through the ages, storytellers have known that well-told ‘complicated stories’ are, first and foremost, a source of entertainment for people of all ages. However, research suggests that, even as we are entertained by fiction, we benefit from listening to or reading fiction in other ways as well. Fiction illuminates ‘imagined-worlds,’ and socially constructed perspectives of identity and culture as it guides readers into critiquing portrayals of self and others, minimizing the caricaturing of the ‘Other’ (Clifford & Kalyanpur, 2011).

 This study raised questions about the extent to which an environmental module on bird ecology could influence environmental attitudes of urban Trinidadian elementary students. Research suggests that children’s attitudes to the environment are shaped by multi-sensory, inquiry-driven learning experiences in nature. The author therefore predicted that there was a high probability of students’ environmental attitudes and local bird knowledge increasing after exposure to the module.