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Includes appendix (pages 103-106): survey questionnaire.
This handbook covers the history, policy, practice and theories of African and Caribbean education and promotes the sustainability of socio-cultural beliefs, values, knowledge and skills in the regions. Africa and the Caribbean share commonalities of the geopolitical and historical dominance by European empires and colonialism and aftereffects of anti-blackness in the global trade in enslaved persons. Indigenous religious, cultural, and ethnic currents in Africa are echoed in the Caribbean along with a strong infusion of Asian and other ethnic influences. The handbook shows how educators in both regions are grappling with Western education eclipsing indigenous epistemology and contributes to important debates and discourses including culturally relevant teaching, decolonization, critical race theory, Africana studies, Black emancipation, the African diaspora, Bi-cultural experiences, and the climate emergency. It is organized into three sections covering past issues that frame education in Africa and the Caribbean; the present challenges and opportunities of Education in the regions; and future opportunities for education post-2020.
Explore the uncharted territory of mid-career educational leadership with Becoming an Engaged Educational Leader: Navigating Mid-Career Growth and Development. This book addresses the notable gap in educational leadership literature, focusing on the pivotal but often overlooked mid-career phase. It does not aim to be the ultimate guide but serves as a catalyst to stimulate critical thinking, dialogue, and action among educational leaders. Mid-career leadership is a phase where experienced leaders grapple with unique challenges, standing at the crossroads of their careers. This book delves into the multifaceted aspects of mid-career educational leadership, offering readers a comparative lens by drawing upon experiences and practices from different countries. It recognizes that educational systems are influenced by cultural, social, and economic factors specific to each jurisdiction. Intended for mid-career educational leaders and administrators, as well as educators shaping the next generation of leaders, this resource provides valuable insights and practical guidance. With vignettes and reflective questions at the end of each chapter, it fosters critical thinking and meaningful discussions among students. Join us on a journey to enhance mid-career leadership in education and contribute to the overall improvement of our educational systems. ENDORSEMENTS: "This nine-chapter volume is a captivating work highlighting the value of engagement; the necessity, joys, and pain of growth during a challenging period; and the complexities of the middle years, and (in some instances) mid-careers. The publication represents a thoughtful exploration of a range of important issues that confront school leaders in their middle years, the period during which the natural enthusiasm of engagement with the job begins to wane and the lure of cessation from the task beckons. Given the attendant risks for school performance during this period of a leader’s journey, the contribution of this work to shaping the outlook of school leaders and strengthening their resolve, cannot be overstated. The book is a valuable resource for practitioners in the field as well as graduate and undergraduate students preparing to assume leadership roles in schools." - Canute S. Thompson, The University of the West Indies, Mona Campus, Jamaica. "Becoming an Engaged Educational Leader: Navigating Mid-Career Growth and Development” is a much-needed edited volume that addresses the often-ignored mid-career stage of the educational leader’s development. Through their collective work, the editors and chapter authors emphasize the need for school leaders to sustain their professional growth and development through engagement with stakeholders amidst being pulled in multiple directions by educational reforms, policies, and work demands. With its international scope, the book offers valuable perspectives, lessons, and strategies that mid-career school leaders can draw from to grow their leadership capacity and to engage in transformative practices in their organizations." - Benjamin Kutsyuruba, Queen’s University, Canada
Canute S. Thompson examines the nexus between the place and scope of the educational enterprise of a country and a country's developmental prospects and experience. His central claim is that the sustainable development of a country is a function of the quality of its education system and the levels to which its citizens are educated. He argues that in this calculus, the quality of post-secondary and tertiary education systems is a determinant of a country's prospects for development. In examining the issue of underdevelopment facing the Caribbean, Thompson explains that institutions of higher learning in the region face the imperative of finding ways of becoming both more accessible and more relevant to the developmental needs of the region. Taking account of the provisions of the General Agreement on Trades in Services, he points to the disadvantages this trading arrangement poses for higher education institutions in small developing states and suggests ways in which the vulnerabilities these institutions face may be addressed. While asserting that higher education institutions, including and especially the University of the West Indies, must find ways to remain viable in a highly competitive marketplace, Thompson argues that governments of the region have a duty to ensure the survival and success of these institutions. In this vein, he advances recommendations for the public funding of access to higher education. Thompson also examines impediments to development - such as crime, the decline in social activism, weak institutional processes and leadership, and public mistrust - and explores their connection to education. He concludes that the path to sustainable regional development is dependent on improving the quality of, and access to, education, and that such improvements will in turn help contain crime, inspire social activism, strengthen institutional processes and leadership, and ultimately restore public trust.
This book offers a treatment of social justice and higher education within small island developing states like the Caribbean. This is a timely exploration of some of the global-local, structure-actor, policy-practice debates that connect directly to the promise and the challenges of pursuing social justice agendas within and beyond Caribbean institutions of higher education. In this book, the key points of examination are the (i) changing patterns within the global higher education landscape, emerging mandates for university systems, (ii) the perspectives and challenges for diverse student and staff populations, and (iii) the ways in which these collectively impact social justice agendas within institutions of higher education. The contextualization and politicization of these issues within the broader discourse of small island developing states deepens the understanding of the prospects and challenges of addressing social injustices within the contemporary landscape, but with some re-engagement of existing conceptions and theorizations (related to inclusivity, diversity, equity, ontology, coloniality, postcolonial and critical race theory) to inform how actors within these institutions can strategically respond. It will be vital reading for scholars and educational researchers with interests in higher education, social justice, and small island developing states (SIDS).
Academic Paper from the year 2022 in the subject Pedagogy - School Pedagogics, grade: higher education, , course: Educational Leadership, language: English, abstract: In the Caribbean, school closures have left 7 million learners and over 90, 000 teachers across 23 countries and territories struggling to identify sustainable responses to the catastrophe caused by the covid-19 pandemic. Academic leaders across the world have responded to the crisis by closing institutions, canceling face-to-face activities and moving their educational and related activities online. Academic leaders are therefore expected to play a crucial role in the management of an appropriate response to the crisis at their institutions. While institutions are forced to function in an environment of uncertainty and growing intensity of the novel coronavirus pandemic, academic leaders can be credited with making the decision of shifting towards remote learning (Fernandez & Shaw 2020). This massive shift towards pivoting to remote learning is a demonstration that academic leaders are resolute in embracing the transformation of academia to a more modern system. In the context of this change, it is anticipated that the recovery period and beyond will clearly require an evolution of leaders who are more prepared to manage crises while advancing the technology agenda. The process of reimagining education, therefore, is a call for academic leaders to successfully embrace change management, master crisis management, and demonstrate resilience in an effort to successfully lead the recovery process.
The role of lead executives is demanding under normal circumstances, but more so during times of institutional crisis. The existence of ongoing internal organizational crises plus crises triggered by external events and shocks requires that leaders and managers be equipped with the tools to manage such crises. Therefore, further study is required that considers the difficulties of leading various organizations as well as best practices for future management. The Handbook of Research on Activating Middle Executives’ Agency to Lead and Manage During Times of Crisis is a comprehensive reference source that offers practical applications, tools, and skills to equip middle leaders to meaningfully participate in crisis management and resolution in institutions for improved outcomes and discusses a multi-pronged framework for building middle leaders’ crisis response efficacies. The book also invites top-tier educational and industry practitioners to reflect on how they have led during times of crisis. Covering topics such as mentoring, coping strategies, and sustainable development, this major reference work is ideal for educational leaders, managers, business owners, human resource professionals, scholars, researchers, academicians, instructors, and students.
This edited collection centres the reclamation of global counter and Indigenous knowledges, epistemologies, ontologies, axiologies, and cosmovisions that have the capacity to create new educational leadership frameworks that chart courses to visions beyond the current oppressive systems of education.
In the dynamic field of education, leaders confront unprecedented challenges necessitating effective crisis management and creative problem-solving skills. The Covid-19 pandemic has underscored the criticality of innovative approaches to educational leadership, enabling leaders to navigate uncertainty, adapt to rapid changes, and sustain educational institutions. Nevertheless, limited resources exist to guide leaders in the post-pandemic world, revealing a significant research gap. Promoting Crisis Management and Creative Problem-Solving Skills in Educational Leadership addresses this urgent issue by offering a comprehensive solution. Authored by renowned scholars and practitioners, this book presents a roadmap for reimagining educational leadership, equipping leaders with the necessary skills to thrive in challenging times. By exploring diverse perspectives and drawing from real-world experiences, the book empowers educational leaders to effectively manage crises, inspire stakeholders, and guide organizations toward success and sustainability. By focusing on crisis management, innovative problem-solving strategies, and the development of essential leadership competencies, this book fills the void in the current literature. It not only provides insights into the distinctive challenges of the post-pandemic world but also offers practical guidance and actionable recommendations for leaders in educational settings. Scholars, policymakers, researchers, and practitioners who engage with this book will gain valuable knowledge and tools to navigate the complexities of educational leadership, ensuring the continuous growth and enhancement of their institutions.
Caribbean Discourse in Inclusive Education is an edited book series that aims to give voice to Caribbean scholars, practitioners, and other professionals working in diverse classrooms. The book series is intended to provide an ongoing forum for Caribbean researchers, practitioners, and academics, including those of the Diaspora, to critically examine issues that influence the education of children within inclusive settings. The book series is visionary, timely, authoritative and presents pioneering work in the area of inclusive education in the Caribbean, as part of the broader South?South dialogue. It is essential reading for students in undergraduate and postgraduate programmes, scholars, teachers, researchers and policy makers at the regional and international level. The first book in this series entitled Historical and Contemporary Issues will trace the history and examine the Caribbean’s trajectory towards the development of inclusive education in the 21st Century. The main premise of the book is that inclusion remains an ideologically sound goal, which remains elusive in the Caribbean. It will also provide a wider platform to discuss other factors that influence the development of inclusive education such as school climate, culture and ethos, LGBT issues, teacher training and professional development, pedagogy, pupil perspective, curriculum, policy and legislation.