Introductionbelize achieved political independence in 1981; some thirty-plus years later, it is perhaps time make some adjustments in our nation-building efforts since several problems continue overpower us. We refer two of these problems: failure deliver quality education in our schools, and assist our indigenous peoples consolidate their ethnic identity under overwhelming thrust of homogenisation that is being forced on all Belizeans. A recent report issued by Inter-American Development Bank (IDB) on education system in states in its summary that Belize is paying a lot for education but getting little . . . Action is needed if is not lose a whole generation of youth1. It also notes that all education levels, attendance of Mayan children (Yucatec, Mopan, and Ketchi) is lower than children from other ethnic groups.2This article, core of which is an abridged version of a report first presented in 2003,3 acknowledges that Garifuna students are achieving at lower levels compared their peers, but we also show that they are doing so under a cloud of ambiguity on their own cultural identity. That 2003 report dared go into uncharted territory in education and ethnic identity in Belize. Ten years afterwards, there continues be a seeming reluctance stratify educational achievement with ethnicity. We therefore again offer our findings in order generate dialogue and more research for benefit of all younger Belizeans now becoming parents themselves in post-independence Belize.About studyConceptsOur study used two primary concepts that are often targets of stratification in national societies: education and ethnicity. We agree with John Macionis's minimal definition of education as the social institution through which society provides its members with important knowledge, including basic facts, job skills, and cultural norms and values.4 Within Macionis's broad list we isolate cultural norms and values as they relate ethnic identity within a society. In our study we addresses following question: why is one ethnic group performing at lower levels compared others in a variety of subjects in both primary and secondary schools? We were referring Garifuna, one of several ethnic groups found in Belize.AimOur aim in doing this study also sprang from ethnicity. Seven primary researchers - all Garifuna - were motivated undertake this research as our contribution understanding what is happening hun harahinyu waduhenu (literally to children of our kinfolk, kinfolk being inclusive generic term that Garifuna people use refer each other). The altruism arose from fact that we had originated in urban and rural communities in from 1930s onwards, at times when there were far fewer opportunities do well in school. However, we had all acquired postgraduate degrees, and wanted best for those who came behind us. Doing research, therefore, was one way contribute wellbeing of Garifuna nation within prevailing cultural norm among us that one Garifuna should contribute best of his ability toward wellbeing of all.We literally put our money where our mouth was by doing research without charging. An estimate for total budget came about BZ$50,000 (US$25,000). While at times we juggled work with assignments from our official duties, we also at other times paid our own expenses when travelling specifically on project tasks.MethodsAfter re-working drafts of project assignments we arrived at three basic tasks: oral interviews, archival research, and gathering of examination records during late 1990s for students' performance from primary and secondary schools.There was another aspect of investigation that can best be placed within ethos of ethnographic research. It occurred in two ways - importance of gathering information in field that extended ever wider into aspects of larger community, and function of research process in deepening kinship solidarity among ourselves. …
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Jun 1, 2018
Patriciah W Wambugu 
Open Access
