Ideology and Politics in English-Language Education in Trinidad and Tobago: The Colonial Experience and a Postcolonial Critique

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Previous articleNext article No AccessIdeology and Politics in English‐Language Education in Trinidad and Tobago: The Colonial Experience and a Postcolonial CritiqueNorrel A. LondonNorrel A. London Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 47, Number 3August 2003 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/378249 Views: 408Total views on this site Citations: 14Citations are reported from Crossref © 2003 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Beulah Forteau-Jaikaransingh Learner Differences and Second Language Learning: A Post-colonial Perspective, (Aug 2022): 129–147.https://doi.org/10.1007/978-981-19-3532-9_8Johanna Thomas-Maude, Sharon McLennan, Vicky Walters Cultural Exchange during English-Language Voluntourism (EVT) in Lima, Peru: A Postcolonial Analysis, Journal of Language, Identity & Education 1 (Dec 2021): 1–16.https://doi.org/10.1080/15348458.2021.1991802Stacy L. Denny Edutocracy: A Model of the New West Indian Plantocracy in Barbados, SAGE Open 11, no.22 (Jun 2021): 215824402110302.https://doi.org/10.1177/21582440211030278Johanna Waters, Rachel Brooks The Value of International Higher Education, (Sep 2021): 87–130.https://doi.org/10.1007/978-3-030-78295-5_4Jacob Henry Rethinking schooling for development in wageless times, African Geographical Review 39, no.33 (Nov 2019): 240–251.https://doi.org/10.1080/19376812.2019.1696214Nkonko M. Kamwangamalu African Union, (Jun 2020): 1–8.https://doi.org/10.1002/9781405198431.wbeal0013.pub2Cori Jakubiak Ambiguous Aims: English-language Voluntourism as Development, Journal of Language, Identity & Education 15, no.44 (Jul 2016): 245–258.https://doi.org/10.1080/15348458.2016.1195270Carsten Levisen, Melissa Reshma Jogie The Trinidadian ‘Theory of Mind’, International Journal of Language and Culture 2, no.22 (Dec 2015): 169–193.https://doi.org/10.1075/ijolc.2.2.02levRenée Figuera, Leiba-Ann Ferreira Teach Me to Write; but Respec’ Meh Right: A Critical Exploration of Vernacular Accommodation in Tertiary Education for all in Trinidad and Tobago, Research in Comparative and International Education 9, no.11 (Jan 2014): 56–82.https://doi.org/10.2304/rcie.2014.9.1.56Nkonko M. Kamwangamalu African Union, (Nov 2012).https://doi.org/10.1002/9781405198431.wbeal0013Ami Kantawala Art Education in Colonial India: Implementation and Imposition, Studies in Art Education 53, no.33 (Nov 2015): 208–222.https://doi.org/10.1080/00393541.2012.11518864Spencer L. Cowles Charting a Third Way in Minority Education: Transformative Community in the Old Order Mennonite Church of Kreider County, Anthropology <html_ent glyph="@amp;" ascii="&"/> Education Quarterly 36, no.44 (Dec 2005): 386–404.https://doi.org/10.1525/aeq.2005.36.4.386Obed Mfum‐Mensah * The impact of colonial and postcolonial Ghanaian language policies on vernacular use in schools in two northern Ghanaian communities, Comparative Education 41, no.11 (Feb 2005): 71–85.https://doi.org/10.1080/03050060500073256Diane Brook Napier Implementing Educational Transformation Policies: Investigating Issues of Ideal Versus Real in Developing Countries, (): 59–98.https://doi.org/10.1016/S1479-3679(04)06003-7