History of Education in Trinidad and Tobago Edfn 107B

HISTORY OF EDUCATION IN TRINIDAD AND TOBAGO EDFN 107B

GROUP MEMBERS:

SushielaSahadath 51431
Nabilah Ali 54138
Daniella Joseph 54110
Amelia Rahaman 54143
Ornella St. Paul 54106

GROUP NUMBER: 1.1

PROJECT: Local History

Lecturer: Dr. MelisseEllis

Date of submission: October 18th, 2011

OVERVIEW:

The history of Trinidad and Tobago is one that reflects a rich diversity of people and culture. One group of people who have contributed tremendously to the development of our country is the Africans. Despite their struggles the Africans have paved a way for themselves and for the younger generations. The United Nations and the Organization of American States have named 2011 as the International year for people of African descent. Our group has decided to focus this history project on an individual of African descent who has been a positive driving force for people of this generation.

Mr. Zeno Constance was born to Zeno and Mavis Constance on September 13th, 1953. He has one brother and one sister. Mr. Constance was really guided by his God-parentswho took the responsibility to send him to school. He grew up in San Fernando where he attended San Fernando Boys R.C. School. He was fortunate enough to go to Presentation College San Fernando and because of his determination to be successful he furthered his studies at the University of the West Indies in Drama and Theatre Arts.

Mr. Zeno Constance was never married and as a result of this he dedicated all his life to his profession. He is presently a teacher at the Fyzabad Secondary School and he is also the coordinator for S.A.N.F.E.S.T. It should be noted that he is also quite famous for short plays that are dramatized in the early Emancipation Day Celebration.

AIM AND JUSTIFICATION OF PROJECT:

This local history project seeks to focus on the U.N. Declaration of 2011 as the year for people of African descent. Too many times society is responsible for casting negativism on this group of individuals and as such our group’s interview will demonstrate the positive points of view shared and experienced by the Africans. (The individual- Mr. Zeno Constance).

STRATEGIES:

In order to go about collecting research our group conducted two interviews, one being face to face and the other done via the telephone with Mr. Constance. Discussions were held under the following headings:

History, religion and education.

History and culture (Education).

History and philosophies of education.

Historical influences on politics and education.

INTRODUCTION:

Trinidadand Tobago saw a rule from many European countries and it was during the Spanish era the African Slave Trade expanded. As a result of the sugar revolution in the 17th century there was a need for a large labour force since sugar is a labour intensive crop. The Africans were able to adapt to the tropical climate and they were habituated to labourious work. The whites in their quest for ‘bullionism’ turned to African slavery.

The painful passage is explained according to (Brereton 1996) “Men, women and children were bought and sold like good or animals. They were packed into ships under horrible conditions and sent across the Atlantic from West Africa. Many millions of people left Africa as slaves, millions died as a result of the trade. It was one of the most terrible crimes in the whole history of the world.” Slavery brutality continued with the Africans just as the indigenous people before them had to endure.

FINDINGS:

History, religion and education:

Formal education of slaves was done via the church systems. All of the African’s religious beliefs and practices were stifled since their new masters wanted to ‘Christianize’ them. As a result of this the initial set of church schools was born. According to Mr. Constance he believed that there should be no discrimination against any religion. He openly admitted that he didn’t belong to any specific faith, but he immersed himself in all religious practices.

Unfortunately in the days of slavery the African slaves were not fortunate enough to openly practice their religious beliefs. In today’s society where multi-culturalism and multi-religious ideologies are demonstrated the Africans are quiet influential. It is ironic since in the days of slavery they were restricted and now this group of people plays an important role in the inculcating of education and religious practices in society.

Some of the major religions that are practiced in the world today came from the Africans. These include:

Shango Baptist

Orisha Faith

Yoruba Faith

Obeah Faith

Methodist Faith

Morovain Faith

Many of the denominational schools that exist today are not only Roman Catholic and Anglican but some of them belong to the Methodist Faith.

History, culture and political influences:

The government of Trinidad and Tobago focused this year Emancipation Day celebration on the people of African descent and the challenges they face. On the other hand emanating from the Africans since the days of slavery was their rich and diverse culture that still holds in Trinidad and Tobago. Mr. Constance pointed out that ‘the village raised a child’, due to their pride peasant farming and trade was their means to livelihood. Hence they did not want to work for the British planters even though they were given attractive incentives. This clearly demonstrates culture from the African’s point of view since they are the ones who introduced the ‘gayap’ and ‘Len had’.

On emancipation day celebrations, remnants of their way of culture, in the way of music, food, dress and language are beautifully displayed. As a result of this the government of Trinidad and Tobago benefits greatly since tourists is attracted to our twin island state to participate in the African ‘sweet hand’ style of delicacies (calaloo and coo-coo).

History and philosophy:

Mr. Constance’s philosophy of education is,“getting the child to believe that he or she can do it”. It is from this step the child can be able to achieve anything. This goes ‘hand in hand’ with the African slaves and their state of mental freedom since their masters could only control them physically. It is because of this mental state of endurance the Africans were truly ‘free’. Mr. Constance believes with respect to Trinidad and Tobago’s education system history has taught us that the denominational schools are the ‘better’ schools.

However, it is the teacher and his/her philosophy that will encourage the individual to scaffold them into a better human. It is important to note that stigmatization attached to the denominational schools should cease. Mr. Constance belief is that any child should be encouraged to succeed no matter which school he/she attends. Young Afro-Trinidadians must be encouraged to pursue the best that they can achieve, despite the many challenges that they face in society.

In comparison to the Africans of the 17th century who were slaves to the Africans of today the struggle for freedom has certainly paid off. Powerful Africans such as Dr. Eric Williams, Tubal Uriah Buzz Butler, Dr. Martin Luther King and U.S. President Mr. Barack Obama all represent and portray what true endurance delivers.

CONCLUSION:

The education system in Trinidad and Tobago has certainly come a long way. In the initial days, it started off with the influence from the churches. Presently the denominational schools still stand firm in their place in education. However, the Africans have imprinted their contribution to the education system through various avenues, be it culture or religion. The philosophies shared by Mr. Constance is quite comparable to those of the slaves that is, “to believe you can do it”. With this attitude in mind the Africans of today are on their way to writing another chapter of their history, of all the achievements they have accomplished after years of true endurance.

APPENDIX:

Bibliography/ References:

Brereton, B. (1996). An introduction to the history of Trinidad and Tobago. Oxford: Heinemann Educational Publishers.
Campbell, C. C. (1992). Colony & nation: a short history of education in Trinidad & Tobago, 1834-1986. Kingston, Jamaica: IRP.
Mr. Zeno Constance: Personal interview/conversation at Fyzabad Secondary School. On September 28th, 2011.

Questionnaire:

Name: Date of birth:

Address: Ethnicity:

Religion: Marital status:

What are your parents’ names?
Where did you grow up?
How many siblings do you have?
Where did you attend school?
What are your views on religion?
Has religion influenced your life in any way?
Did you attend any specific religious institutions for worship?
How has history influenced the education system in Trinidad and Tobago?
Why is it important for prominent, successful African persons to become involved in positive growth of African culture and heritage?
What does the term African heritage mean to you?
Do you have any found memories of African cultural experiences as a child?
How can the fusing with other culture be a negative thing?
Do you have a personal philosophy? If so can you share it with us?
Explain your philosophy in connection to the education system?
As an educator what are some of your experiences in your quest of fulfilling your philosophy?
How has politics over the years influenced the delivery of education?
The African culture is a very rich one. How has the government of Trinidad and Tobago benefit over the years from the African culture?
What are some of the African based religions that are practiced in Trinidad and Tobago today?
Do you think the ‘stereotype’ placed on denominational schools will eventually cease?
How can a market be created for schools that are not denominational, so as to break the stigmatization?

Picture of Mr. Zeno Constance:

Rubric for Local History 2011

Content

Category / 4 pts / 3 pts / 2pts / 1 pt / Your Mark
Content-
Appropriate / The person interviewed and the content researched are appropriate given the mandate of the assignment / The person interviewed and the content researched were somewhat appropriate given the mandate of the assignment / The person interviewed or the content researched was inappropriate given the mandate of the assignment / The person interviewed had little knowledge of the content and was not an appropriate given the mandate of the assignment
Cultural Context / Gives a clear and thorough description of the setting and context of the person or object under consideration / Gives a clear description of the setting and context of the person or object under consideration. / Gives an incomplete description of the setting and context of the person or object under consideration. / Setting and context are missing key components
Tells a story / Gives viewer / reader a vivid sense of his/ her life story by showing how events and values shape life choices / Gives adequate sense of his/ her life story by showing how events and values shape life choices / Gives limited view of the interviewee’s life story / Gives incomplete view of the interviewee’s life story

Visual

Category / 5-4 pts / 3 pts / 2-1pts / 0 / Your Mark
Pictures-relevance to content / Student included rich, relevant, visual material that helps viewer/reader to understand the text / Student included visual material that was somewhat relevant to understand the text / Student included very limited visual material that was somewhat relevant to understand the text / No Visual Material provided/ or Visual Material selected was inappropriate / irrelevant to the text
Historical Value Rarity/Uniqueness/ / Student included rare/ unique/ interesting photos and/ or scans of original documents, that could not be seen elsewhere, of historical value / Student included interesting photos or scans of original documents of historical value / Student included photos, but they did not add greatly to what we have already seen or know of the subject. Were not rare. Likely to have been seen elsewhere / No Visual Material

Research Skills & Analysis

Category / 4 pts / 3 pts / 2pts / 1 pt / Your Mark
Questioning
Knowledge / Questioning demonstrated a strong grasp of the topic and excellent research into it. / Questioning demonstrated a fair grasp of the topic and good research into it. / Questioning demonstrated some grasp of the topic and weak research. / Poor questioning due to poor research and a weak understanding of the content investigated.
Thesis / Establishes very sound historical value of interview and textual sources / Establishes sound historical value of interview and textual sources / Establishes weak historical value of interview and textual sources / Establishes very weak historical value of interview and textual sources
Analysis and Interpretation / Draw specific conclusions from conclusions from oral and textual sources / Draw general conclusions from oral and textual sources / Draw limited conclusions from oral and textual sources / Draw vague conclusions from oral and textual sources
Documentation / You have properly documented 3 or more good sources for your topic. / You have properly documented less than 3 good sources for your topic. / You have properly documented less than 3 sources for your topic, some of which are weak. / You have not properly documented the sources for your topic and the sources are inappropriate.

Presentation

Category / 2 pts / 1pt / 0 pts / Your Mark
Cover page / Title page
Rubric included at back / All elements included with accurate and complete information / Some elements included with mostly accurate and complete information / None included
Grammar and Punctuation / Work presented has no grammatical and/or punctuation errors / Work presented has no more than three grammatical and/or punctuation errors / Work presented has more than three grammatical and/or punctuation errors
Spelling / Presentation has no misspellings / Presentation has no more than three misspellings / Presentation has many misspellings