Search

Drawing upon the resources of postcolonial perspectives, for both its theoretical and methodological framework, this thesis engages in a critique of teaching in a postcolonial setting. Building upon Best's (1968b) and Levitt's (2005) criticisms of plantation economies the thesis draws on a relationship between education and economy to construct the conceptual framework for understanding plantation pedagogy. The thesis constructs plantation pedagogy as a form of pedagogy which perpetuates the continuation of colonial assumptions through ideological positions that have become endemic to the culture of education in Trinidad and Tobago. Against this understanding. Part One of the thesis sets the methodological, historical and theoretical foundation for the argument that in order for teachers, in Trinidad and Tobago, to transcend the limitations of their inherited understandings of teaching and education, teaching needs to become a more subversive activity.