Browsing by Author "Drayton, Kathleen B."

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    Education as a commodity: A historical and philosophical overview of education in the Commonwealth Caribbean
    (1990) Drayton, Kathleen B.
    This paper traces the development of education in the Caribbean, with particular reference to higher education, and identifies some of the tasks to be performed by Caribbean universities. These include 1) the preservation and extension of the right to education, 2) analysis of the ideologically determined purposes and functions of universities, and 3) analysis of education hierarchies—content, material and curricula.
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    Gender Issues in Education: A Review of the Major Gender Issues in Education and of Relevant Caribbean Studies
    (Organisation of Eastern Caribbean States, 1995) Drayton, Kathleen B.
    The main purpose of this study were to: 1) review the major gender issues in education and to identify and review all the relevant studies done in the Caribbean region that contribute to an understanding of gender issues in education; 2) make recommendations, in the light of the findings, on ways in which gender might be factored into policy making in all relevant areas of education in the Organisation of Eastern Caribbean States (OECS); and 3) make recommendations on essential research that should be carried out to inform present and future policy making in education in the OECS. The major sources of data were books and journals, postgraduate dissertations, electronic databases, and relevant research papers. The data were analysed to determine: 1) the gender patterns that exist in Caribbean education revealed from examining enrolment, performance and achievement, subject selection, and in employment in education; and 2) the explanation given for the gender patterns revealed by the data in both the international and regional literature. Explanations for the gender differentials fell into the following categories: 1) biological differences, 2) early socialization, 3) school differences, and 4) remuneration and status. Recommendations are made in the areas of data systems, dissemination of research results, teacher education reform, evaluation of curriculum materials, career counselling for students and research priorities.
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    Introduction: Women and education
    (Institute of Social and Economic Research, UWI, 1982) Drayton, Kathleen B.; Massiah, Joycelin
    This introduction sought to discuss the nature and purpose of education, with special reference to some peculiarities of the Caribbean systems in order to provide a context for the papers in the volume
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    Report on inter-campus moderation of Diploma in Education Programmes (1978-79) at Cave Hill, Barbados; Mona, Jamaica; St. Augustine, Trinidad and Tobago
    (School of Education, UWI, 1980) Drayton, Kathleen B.;
    This moderation exercise was essentially an interaction among moderators, staff, and trainees with a view to assessing the adequacy of the programme to meet the demands of teachers involved in school practice. Data were collected from administrators and staff of the programme and the trainee teachers through questionnaires, interviews, and examination of a sample of student assignments. The report presents evaluative statements about various components within each programme as well as comparative analysis among programmes
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    The most important agent of civilization: Teaching English in the West Indies, 1838-1986
    (Multilingual Matters Ltd, 1990) Drayton, Kathleen B.; Britton, James
    The development of English teaching is conveniently seen in three phases roughly coincident with the phases of political development: 1) the period 1838 to 1945, from the end of slavery to the end of Crown Colony government; 2) the period 1945 to 1965, when universal adult suffrage was introduced and there was internal self-government and the growth of trade unions--this period also marked the beginning of economic modernization; 3) the period 1965 to 1985, which saw the movement to national independence by individual territories, the development of the Caribbean Community (an economic and social union among 13 territories), and the beginning of dependence on loans and/or grants for education from external agencies. During the last period, political developments and the development of Caribbean linguistics caused West Indian scholars and teachers to begin to confront the problems of the teaching and learning of English in a mainly Creole-speaking community. This study of the teaching of English in the Caribbean leads to certain conclusions: 1) recognition that the teaching of English was deliberately used as a political tool to reproduce a Caribbean working class; methods and materials employed reinforced dependence and a hierarchical society; 2) this language policy did violence to the psyche and emotional needs of the mass of the people and the damage remains; this dependence was perpetuated and schools disempowered the lower classes in society; 3) Creole has so far existed in an antagonistic relationship to English in the schools; 4) pedagogical approaches still have to be found to help students master the knowledge codes and skills of the dominant groups while they learn to respect their own language and traditions; and 6) the strong resistance of Creole culture to European culture in the Caribbean is illustrated