The legacy of post-emancipation: Whose interest does it serve?
| dc.Institution | ||
| dc.contributor.author | Miller, Errol L. | |
| dc.contributor.editor | ||
| dc.coverage.spatial | ||
| dc.date.accessioned | 2022-01-18T16:56:01Z | |
| dc.date.available | 2022-01-18T16:56:01Z | |
| dc.date.issued | Jul/Sept. 1989 | |
| dc.description | ||
| dc.description.abstract | This paper argued that the establishment of a public education system in the English-speaking Caribbean after 1834 brought with it the establishment of an agenda of educational intentions on the part of the major stakeholders in the educational enterprise (the imperial government, churches, and ex-slaves)--anglicization, social bribery, social mobility, affirmation of personhood, reproduction of the status quo, and christianization. It noted that all but the last had persisted to the contemporary period, and that different intentions had dominated at different time | |
| dc.description.sponsorship | ||
| dc.description.sponsorship | ||
| dc.extent | pp. 125-142 | |
| dc.identifier.other | 107 | |
| dc.identifier.uri | https://hdl.handle.net/2139/52211 | |
| dc.publisher | ||
| dc.relation.ispartofseries | Caribbean Affairs | |
| dc.relation.ispartofseries | vol. 2 | |
| dc.relation.ispartofseries | no. 3 | |
| dc.source | ||
| dc.source.uri | Main Library, UWISA - F1601 C277 A2 | |
| dc.subject.other | History of education | |
| dc.title | The legacy of post-emancipation: Whose interest does it serve? | |
| dc.type |