Abstract
This chapter addresses the situation where the traditional approach to education involves using foreign concepts and practices to the exclusion of authentic indigenous ideas. The history of Trinidad and Tobago and many islands of the Caribbean includes the rich cultural experiences of the original inhabitants. The authors propose that these cultural artifacts are genuine sources that can be used effectively as instructional approaches in multidisciplinary contexts. To further develop this argument, the researchers explore the concept of indigenous education as opposed to traditional education exemplified by apprenticeship, mentorship, and internship. They cite examples from educators in the Caribbean, New Zealand, and Australia, where indigenous practices are implemented and valued. Key concepts of inclusion, international collaboration, and multidisciplinary perspectives enhanced by digital technologies, underscore this innovative thrust in education. To balance their argument, the authors discuss relevant challenges and suggest ways for minimizing them. The formulation of the Innovative Initiative is framed by the theories and works of Bethel, Bronfenbrenner, Chesney and Bristol, Fullan, Gay, Ladson-Billings, Smith, Vygotsky, and Caribbean researchers such as Craig and Joseph. The chapter concludes with a call for the sustainability of indigenous educational practices as an important thrust in 21st century education and development.
TopBackground
Trinidad and Tobago is a post-colonial, cosmopolitan, and multicultural developing country. Education in this nation is based on the British system, as Britain was the last coloniser before the twin islands gained independence in 1962. The official language is Standard English; however, the rich and colourful history of the nation provides context for the development of an indigenous educational approach. Rediscovered by Columbus in 1498, the native settlers were the Caribs and Arawaks (Amerindians), a handful of whom survive today. Trinidad and Tobago changed European colonisers several times–Spanish, French, British, and Dutch–and experienced an influx of African slaves, European and Chinese immigrants, and, finally, East Indian indentured labourers. Each nation left its influence through language, food, festivals, and traditions, which, except the British, have not been significantly recognised in the education system to date. The society is of mixed linguistic competence, exemplified primarily by the Creole, Patois, Trinidad Standard English, Spanish, and Chinese languages. Jamaican, Guyanese, and other nationals of the Caribbean Community and Common Market (also known as CARICOM) also bring their own dialect and culture. The Caribbean Community and Common Market refers to 20 developing Caribbean countries that have come together for economic growth and political alliance. These nationals’ children of compulsory school age end up in the school system because, according to the Education Act 39:01 of Trinidad and Tobago, children cannot be debarred from school because of racial or religious reasons.
Key Terms in this Chapter
Indigenous: Belonging to or concerning the original inhabitants of a community; native and original.
Liming: Relaxing with friends in an informal setting.
Creole: The language spoken by native speakers and which is influenced by that of the colonisers.
Trinidad English: A more formal language spoken by Trinidadians and which is closely related to Standard British English.
Ole Talk: Informal oral communication among friends and acquaintances.
Multicultural: Comprising the cultures of many inhabitants.
Chatterbox: A term used to describe a young child who talks incessantly.
Artifacts: Oral, written, visual, and physical objects that represent a group of people.