Mapping the Contours of Caribbean Early Childhood Education

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dc.contributor.authorEscayg, Kerry-Ann
dc.contributor.authorKinkead-Clark, Zoyah
dc.date.accessioned2023-10-11T18:52:58Z
dc.date.available2023-10-11T18:52:58Z
dc.date.issued2018
dc.description.abstractRegional scholars in the Caribbean context have long advocated for quality early childhood education. The majority of their contributions however, focus primarily on curriculum, policy, and to a lesser extent, teaching practices. In this article, we broaden the scope of extant literature by conceptualizing a model for Caribbean early childhood education, one which draws on and supports an anti-colonial and decolonizing perspective. Specifically, we interrogate the enduring legacy of colonialism on teaching and learning practices—and illustrate how these manifest in contemporary schooling processes. Equally significant, we examine and critique underlying epistemologies that frame current regional approaches, and offer an alternative framework that accents cultural knowledge in curriculum, pedagogy and teacher education. In response, we foreground childhood decolonization as integral to the development of positive racial and cultural identity, and in such vein, offer curricula, pedagogical and institutional (i.e., teacher education) suggestions consonant with an anti-colonial and decolonizing approach to early childhood education in the English-speaking Caribbean.
dc.identifier.urihttps://eric.ed.gov/?id=EJ1200208
dc.identifier.urihttps://hdl.handle.net/2139/56051
dc.language.isoen_US
dc.subjectAnti-colonial
dc.subjectCaribbean
dc.subjectearly childhood education
dc.subjectdecolonization
dc.subjectcurriculum policy
dc.subjectcultural identity
dc.titleMapping the Contours of Caribbean Early Childhood Education
dc.typeOther

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