.

▪ Key concepts:

▪ Diversity and the dignity of the human being( learner) in diversity/ Inclusivity/ discrimination

▪ The glass half full or half empty; That odds are overwhelming; blame and problem solving; deficit and asset view

▪ Discipline, respect, self-reliance, team work, creativity, integrity, role modelling, Learning environment, Collaboration/ positive relationships among stakeholders; leadership style;

▪ School improvement- an initial framework ( see also PP slides to come by MsTelemaque of MOE)

▪ Recognizes that at the very foundation of the Nation are “fundamental rights and freedoms…the dignity of the human person and equal and inalienable rights…respect the principles of social justice…belief in a democratic society”

▪ The “Constitution is the supreme law of Trinidad & Tobago and any other law that is inconsistent with this constitution is void”.

▪ “Chapter 1

THE RECOGNITION AND PROTECTION OF FUNDAMENTAL HUMAN RIGHTS AND FREEDOMS

PART 1

RIGHTS ENSHRINED

4 …In Trinidad & Tobago there have existed and continue to exist without discrimination by reason of race, origin, colour, religion or sex, the following fundamental human rights and freedoms, namely:

a) The right of the individual to life, liberty, security of the person…

b) Equality before the law and protection of the law etc”

[The Constitution of the Republic of Trinidad & Tobago (1976)]

Teaching through and not in the subject.

In education we are informed by the following:

The Ideal Caribbean Person (Caricom Heads 1997)

▪ Respect for human life (all other desirable values rest on this).

▪ Is emotionally secure -high level of self confidence and self esteem.

▪ Sees ethnic, religious, gender and other diversity as a source of potential strength and richness.

▪ Is aware of the importance of living in harmony with the environment.

▪ Has a strong appreciation of family and kinship values.

▪ Has a strong appreciation for community cohesion.

▪ Is responsible to self and community.

▪ Has an informed respect for our cultural heritage.

▪ Demonstrates multiple literacies.

▪ Independent and critical thinker.

▪ Questions the beliefs and practices of past and present and applies science and technology to problem solving.

▪ Demonstrates a positive work ethic.

▪ Displays the creative imagination / entrepreneurial spheres.[ Mary Warnock and quality in education]

▪ Capacity to promote physical, mental, social and spiritual well being.

▪ Education as an achievement term ( note the two main criteria of education : (Knowledge and value)

▪ Education is the achievement of a desirable state of mind characterized by knowledgeand understanding in breadth and depth with cognitive perspective and by corresponding appropriate emotions and attitudes, these brought about deliberately, in a manner not to infringe upon the voluntariness and wittingness on the part of the learner. (Hamm, 1989, p. 39)

Teaching through (and not in) the subject.

Rationale:

Education as social institution therefore occupies a specific role & function -Agent of socialization.

Over time has assumed greater importance, decline in role and function of other social institutions viz. family & religion.

Schools often are now agents of primary and not secondary socialization; often times have to perform a resocializing role as evident in deficit/ inappropriate attitudes and behaviours.

Schools are microcosmic representations of society; aligned to goal of preparation for life/ is life. What is learnt, observed & experienced here can impact positively on national development.

▪ Examining the “white paper”

▪ In text citation use: (Trinidad & Tobago. National Task Force on Education, 1994).

▪ For inclusion in end references: Trinidad and Tobago. National Task Force on Education. (1994). Education policy paper (1993 – 2003) (White Paper). Port of Spain, Trinidad: Author.

▪ One line URL: http://www.moe.gov.tt/general_pdfs/policy_paper_philosophy_objectives.pdf

http://planipolis.iiep.unesco.org/en/1993/education-policy-paper-1993-2003-

national-task-force-education-white-paper-philosophy-and-5017

▪ That every child has an inherent right to an education that will enhance the development of maximum capability regardless of gender, ethnic, economic, social or religious background.

▪ That every child has the ability to learn and that we must build on this positive assumption.

▪ That every child has an inalienable right to an education that facilitates the achievement of personal goals and the fulfillment of obligations to society.

▪ That education is fundamental to the overall development of Trinidad and Tobago.

The Essential Learning Outcomes (SEMP)

The learning outcomes deemed essential are in the areas of:

▪ Aesthetic Expression

▪ Citizenship

▪ Communication

▪ Personal Development

▪ Problem Solving

▪ Technological Competence

▪ The achievement of these Essential Learning

▪ Secondary Education Modernization Programme (SEMP)

Citizenship. Students, for example:

ƒ - demonstrate understanding of sustainable development and its

implications for the environment locally and globally;

ƒ - demonstrate understanding of Trinidad and Tobago’s political,

social, and economic systems in the global context;

ƒƒ - examine issues of human rights and recognize and react against

forms of discrimination, violence, and anti-social behaviours;

ƒ - determine the principles and actions that characterize a just,

peaceful, pluralistic, and democratic society, and act

accordingly;

ƒ - demonstrate understanding of their own cultural heritage and cultural

identity, and that of others as well as the contribution of our many

peoples and cultures to society.

▪ Leadership and the use of power; what does being a humanizing agent require of the teacher?

▪ Being in touch with self- self knowledge

▪ In touch with others (good and bad elements)

▪ Knowledge of society/social context

▪ Link what we do in school with how we want society to be

▪ Right approach: The glass half full or half empty?; deficit and asset view

▪ Causes of inequality as being due to the malfunctioning of the agencies of socialization such as the home, community group or school (Douglas, 1964). In an approach called ‘deficit thinking’ children from poor communities and the communities from which they come were viewed as deficient (Sugarman, 1970).

▪ Solution: correct deficits in the home, the community as well as in the children as they entered the school system.

▪ Gorski (2008); Ladson-Billings (2006); Keefer (2012, p.38) see this approach as overly biased, negative and unfair – ignored systematic factors

▪ Funds of Knowledge - Teachers, Administrators & Community (Sugarman, 2010)

▪ A corrective to the deficit view of students indicating that “missing from such a framework is the understanding that students, families, and communities are comprised not only of struggles, but also of strengths” (Sugarman, 2010, p. 97).

▪ Beijaard, Meijer and Verloop (2004)

▪ concept of self,

▪ the sets of roles and functions the teacher is called upon to execute

▪ set of images and expectations of what a teacher is and is called to do

Gonzalez, Moll & Amanti, (2005) and Messing (2005) - action research employed to allow teachers to reflect on their beliefs, practices and their very identity. This can make a difference.

▪ Currently? - plan: work in progress

▪ Goal I: Putting People First: Nurturing Our Greatest Asset All our citizens, particularly the most vulnerable, must be loved and cared for and treated with dignity and respect. We must create a society in which all the basic needs of the people are met and each individual is given an opportunity to contribute and to self-actualise. This means that we must eradicate poverty, discrimination, economic and social marginalisation, disease and poor health and substandard living conditions. We should provide a nurturing environment that teaches, promotes and richly reinforces behaviours and skills needed to create productive citizens. We must build a society that shares the social attributes and cultural norms of trust, goodwill, honesty, respect, tolerance, integrity, benevolence and civic pride, social justice and community spirit. Increasingly, economies the world over are recognizing the importance of developing the creativity and innovation of their people and nurturing a society in which opportunities for lifelong learning exist. Our country is a richly diverse one brimming with creative energy and innovative ideas. The potential is there for creativity and innovation to be the key drivers of personal, social and economic development but must be nurtured and encouraged.

(Trinidad & Tobago. NATIONAL DEVELOPMENT STRATEGY 2016‒2030 (VISION 2030) “Many Hearts, Many Voices, One Vision” (2016). Retrieved from: http://www.social.gov.tt/wp-content/uploads/2017/01/V2030-as-at-August-29th-2016.pdf

▪ https://issuu.com/caricomorg/docs/strategic_plan_2016_opt

▪ Equity, productivity, sustainability and empowerment are all central components of the Human Development Paradigm (Haq,1995, pp. 16- 20).

Pillars of Human Development.

- Equity -Different concept to equality.

- Productivity - If people given opportunities, they will -become productive.

- Empowerment - Both a psychological concept - self- esteem/ self-efficacy & knowledge/ skills.

- Sustainability - If all other pillars realized, development will be sustained over time.

( Haq ul, 1995)

▪ Ethos and network of relationships and learning contexts/ environments

▪ Special concern for educational leaders

▪ Classroom and school environments give rise to a variety of social relationships (Ryan & Bohlin , 2000, p. 312)

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* Communities of virtue are made and sustained by the moral ethos of a school, by its distinctive climate or atmosphere…

the ethos of a school is a profound character educator (Ryan & Bohlin , 2000, p. 311).

* Since environment has a profound impact on children’s development , we need to pay strict attention to our schools’ environments (Ryan & Bohlin , 2000, p. 311).

* Architectural, physical upkeep, green spaces, facilities; sport and music etc., sanitation , structure and lay out of school grounds, classroom etc; structure of school day

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▪ The connective tissue that sustains these relationships- whether it is trust, encouragement, mutual respect, cooperation, collaboration, and selfishness, or mistrust, fear, power, manipulation, competition, and antagonism- has a powerful character shaping influence. In sum the ethos of a school has both an inevitable and a potentially permanent educational power (Ryan & Bohlin , 2000, p. 312).

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▪ If for example, a crucial ingredient is unconditional respect for a human being then, what do we do to promote that? How do we think and plan for it?

▪ If one main goal of schooling is the development of citizens for a democratic society then structures are needed for equipping students with the relevant competencies: student elections/ student body / providing an arena for student debate, disagreement and reasoned contestation/ fostering tolerance.

▪ The good school has readily recognizable moral and intellectual qualities, or more specifically, traits. Of these, the most educationally significant are:

▪ Respect for persons( self and others)

▪ Truth

▪ Justice

▪ Responsibility

(Ungoed-Thomas, 1997, p. 5)

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▪ Beijaard, D., Meijer, P., & Verloop, N. (2004). Reconsidering research on teachers’professional identity. Teaching and Teacher Education, 20, 107-128.

▪ Douglas, J.W.B. (1964). The home and the school. London, UK: McGibbon & Kee.

▪ Geertz, C. (1973). The interpretation of cultures: Selected essays by Clifford Geertz. New York, NY: Basic Books.

▪ González, N., Moll, L., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizingpractices in households, communities, and classrooms. London, UK: Routledge.

▪ Gorski, P. (2008). The myth of the culture of poverty. Educational leadership, 67(7), 32-36.

▪ Hamm, C. (1989). Philosophical issues in education. London, UK: Routledge/ Falmer.

▪ Haq, M. ul. (1995). Reflections on human development. New York, NY: Oxford University Press.

▪ Keefer, N. (2012). Teachers' narratives of experience with social class (Doctoral dissertation, University of South Florida). Retrieved from http://scholarcommons.usf.edu/etd/4346://

▪ Ladson-Billings, G. (2006). It's not the culture of poverty, it's the poverty of culture: The problem with teacher education. Anthropology and Education Quarterly, 37(2),104-109.

▪ Messing, J. (2005). Social reconstructions of schooling: Teacher evaluations of what they learned from participation in the funds of knowledge project. In N. Gonzalez, L. C. Moll & C. Amanti (Eds.). Funds of knowledge: Theorizing practices in households, communities, and classrooms (pp.183-198). Mahwah, NJ: Lawrence Erlbaum Associates.

▪ Ryan, K. & Bohlin, K. (2000). Building a Community of Virtue. In The Jossey –Bass Reader on Educational Leadership (pp. 309 – 336. San Fransisco, Jossey-Bass.

▪ Sugarman, S. (2010). Seeing past the fences: Finding funds of knowledge for ethical teaching. The New Educator, 6(2), 96–117.

▪ Trinidad and Tobago. National Task Force on Education. (1994). Education policy paper (1993 – 2003) (White Paper). Port of Spain, Trinidad: Author.

▪ Ungoed-Thomas, J. (1997). Vision of a school: The good school in the good society. London, UK: Cassell.

▪ Ward, L. (1963). Philosophy of education. Chicago,IL: Henry Regnery Company.