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Achieving Inclusive Education in the Caribbean and Beyond

From Philosophy to Praxis

  • Stacey N. J. Blackman
  • Dennis A.  Conrad
  • Launcelot I.  Brown
Book

Table of contents

  1. Front Matter
    Pages i-xix
  2. Stacey N. J. Blackman, Dennis A. Conrad, Launcelot I. Brown
    Pages 1-13
  3. Globalized Views of Inclusion in the Caribbean: Implications for Education Policy & School Organization

  4. Critical Debate on Education Exclusion and Overcoming Barriers to Participation in School

  5. Decolonizing Pedagogy, Curriculum and Teacher Preparation in the Caribbean

  6. Leadership for Inclusive Education: Selected Studies from the Caribbean and USA

    1. Front Matter
      Pages 245-245
    2. Stacey N. J. Blackman, Dennis A. Conrad, Kenneth Williams, Theresa Abodeeb-Gentile
      Pages 247-272
    3. Dennis A. Conrad, Launcelot I. Brown
      Pages 273-286
  7. Conclusion

    1. Front Matter
      Pages 287-287
    2. Stacey N. J. Blackman, Dennis A. Conrad, Launcelot I. Brown
      Pages 289-293

About this book

Introduction

This book offers an international perspective of philosophical, conceptual and praxis-oriented issues that impinge on achieving education for all students. It sheds light on the historical, systemic, structural, organizational, and attitudinal barriers that continue to be antithetical to the philosophy and practice of inclusive education within the Caribbean. The first section of the book examines how globalized views of inclusion informed by philosophical ideas from the North have influenced and continue to influence the equity in education agenda in the region. The second section considers how exclusion and marginalization still occur across selected Caribbean islands. It provides both quantitative and qualitative data about the nature and experience of exclusion in selected Caribbean islands, the UK and USA. The third section tackles the practical realities of transforming education systems in the Caribbean for inclusion. In particular, it identifies teacher practices as the main site of interrogation that needs to be tackled if inclusion is to be successful. The fourth and final section examines the contribution of principals and exemplars to the development and advocacy for inclusive education. It discusses how educational leadership is understood, as well as the role of school principals in making inclusion a reality in schools, the challenges experienced and the qualities of education leaders.

 

Keywords

tensions of inclusion in a globalized, postcolonial India marginalization and exclusion in the Caribbean pedagogical practices in the Caribbean selective schooling in the Caribbean decolonization in the Caribbean inclusive leadership and exclusion in Caribbean schools teacher preparation for inclusion in the Caribbean early childhood education in Trinidad and Tobago constructivism in Caribbean Schools assessment for inclusion in the Caribbean

Editors and affiliations

  • Stacey N. J. Blackman
    • 1
  • Dennis A.  Conrad
    • 2
  • Launcelot I.  Brown
    • 3
  1. 1.School of EducationThe University of the West Indies Cave Hill CampusBridgetownBarbados
  2. 2.School of Education and Professional StudiesState University of New York at PotsdamPotsdamUSA
  3. 3.Department of Educational Foundation and Leadership School of EducationDuquesne UniversityPittsburghUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-030-15769-2
  • Copyright Information Springer Nature Switzerland AG 2019
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-030-15768-5
  • Online ISBN 978-3-030-15769-2
  • Buy this book on publisher's site