Folding Imperfections: Mixed Methods Insight Into the Limits of Curriculum Change for the Trinidad and Tobago Primary School Curriculum Rewrite

Abstract

We theorize on the limits of curriculum change in countries of the Caribbean and Global South using integrated evidence derived from a qualitatively driven, mixed methods evaluation (MME) of the Primary School Curriculum Rewrite (PCR) in Trinidad and Tobago. We use a folding metaphor and implementation science to explain how an imperfect system might produce a flawed curriculum product that misdirects sensemaking and generates resistance during curriculum change. The formative process evaluation consisted of two complete research projects, with the second qualitative project prioritized. Project 1 was a quantitative survey of 454 teachers in 58 schools. Project 2 was a multiple case study of subjectivities-in-action in 9 schools of varied implementation outcomes. Findings from Project 1 showed mostly acceptable implementation outcomes and small associations between antecedents and outcomes. However, findings from Project 2 suggested that 6 of 9 schools were classified as nonusers, defined as implementing institutions with most teachers still exploring or installing the new curriculum or reverting to the old curriculum. In the thematic, cross-case analysis, participants at the various sites identified curriculum imperfections, inadequate training, and work intensification as core barriers to change. To achieve curriculum change, Caribbean countries such as Trinidad and Tobago will require improved systems for curriculum engineering.