men at risk book cover by author errol miller. first published in 1991.
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Men at Risk

First published by Jamaica Publishing House, Kingston: Jamaica 1991 second printing 1995

Men at Risk is widely recognized as a landmark study.  It is currently out of print and can only be obtained electronically at the Kindle Store of Amazon. Data and occurrences since Men at Risk was first published have underscored the validity of the analyses done, patterns identified and inferences made.

Men at Risk carefully presents data which demonstrate and document the occurrence of the phenomenon of male marginalization in the United States of America a first world capitalist country, the former Soviet Union a second world communist country; and the Commonwealth Caribbean which are open and vulnerable third world countries. It argues that the explanations of racism, sexism, and capitalism given in the United States; or of Stalinist purges, totalitarianism and communism given in the former Soviet Union; or of slavery, colonialism and the plantation economy given in the Caribbean; are contextual and not causal explanations. The critical question in search of causal explanation resides in the shared and common elements of capitalism, racism, sexism, communism, Stalinist purges, totalitarianism, colonialism, slavery and plantation economies. These are domination and subordination.

Men at Risk challenges orthodox definitions of patriarchy and standard accounts of patriarchy’s origins. It records patriarchy’s inherent and historical difficulties in dealing with men, not of the same kinship, that is, alien men. It then offers an alternative definition of patriarchy, a different account of its origins and links male marginalization in ancient and modern societies in terms of changes in the location, distribution, and idiom of power. A central tenet of Men at Risk is that gender is principally the sexual division of power in society.

Using techniques of the novelist to protect the identities of informants, the author outlines some psychological issues confronted by some liberated women and marginal men.

Men at Risk concludes by examining the likely outcome of existing trends as against deliberate and intentional action to chart new directions in organizing contemporary society based on the wisdom gleaned from the history of human civilization.

 

 

 

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Caribbean Journal of Education Vol 12 Nos 1 and 2: 1985 Pp 27-42

Nature and Needs of Educational Administration in the Commonwealth Caribbean argues that the education sector, globally, is integrally and profoundly related to politics, social stratification, culture, and economy. Consequentially educational administration operates at the intersection of these and is a function of the interplay of these imperatives. The paper therefore identifies and describes the political themes, social stratification, and socializing patterns, cultural factors, and economic relationships that have marked educational administration in the Commonwealth Caribbean. The paper also discusses the main traditions in educational administration related to recruitment of administrators and their roles and functions in community and society. The paper concludes with a discussion of needs in educational administration in the sub-region.

 

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1912-1943

Book Cover: Church, State and Secondary Education in Jamaica

First Published as Chapter 5 titled: Church, State and Secondary Education in Jamaica: 1912-1943. (1988). In Perspectives in the History of Caribbean Education. Editor Ruby Hope King, Faculty of Education University of the West Indies, Kingston, Jamaica, Pp 109-144.

Public Secondary Education in Jamaica was established between 1879 and 1911 with Trust Schools under the management of the Jamaica Schools Commission. Church, State and Secondary Education in Jamaica gives a description of the formative years and reports the findings and recommendations of the Piggott Report of 1911 which evaluated the formative years.

This chapter filled a gap in original research on Secondary Education in Jamaica between 1912 and 1943. Dr. Ruby King had done the pioneering study on the establishment of public secondary education in Jamaica in the period 1879 - 1911. This Chapter documents the developments in public secondary education between the Piggott evaluation of secondary education in Jamaica in 1911 and the Kandel Report of 1943.

The contents cover the new definition of secondary education enunciated in Law 34 of 1914, the Impact of World War 1 and the new framework for public secondary education of 1920. It also covers the changes in public secondary education which took place between 1912 and 1943 in governance; the inclusion of church schools in the public system; the grand-in-aid scheme; expansion of girls’ education; staffing of schools; qualifications of teachers; pension for teachers; unemployment of secondary school leavers in the 1930 and the social relations of secondary education.

Included also is a list of public secondary schools and their owners; the gender and location of public high schools; annual data on enrolment; annual income and per capita costs; the Cambridge Examination results of 1943 and the number of scholarships given to attend public high school and to attend universities in Britain in 1943. There is a brief discussion on the change in the ownership of private secondary schools over the period and a brief references to interschool sports.

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Professor Errol Miller has had a rather unique professional and public service career which has given him almost a three hundred and sixty-degree exposure within the education enterprise. He has been a high school science teacher; university lecturer in science education; college principal; university professor, chancellor of a university college, permanent secretary in the Ministry of Education; independent senator in the Parliament of Jamaica; a president of the teachers’ association; a chairman of the board of the state broadcasting corporation; chairman of the Electoral Commission of Jamaica; a researcher; an author; an international consultant; chairman or member of several school and college boards.

In Jamaican Schools

First published titled Partnership for Computer-Assisted Instruction in Jamaican Schools. (1997). In Paths of Change: Reforms Under Way in Latin America and the Caribbean. Editors Benjamin H. Alvarez and Monica Ruiz-Casares. Abel 2 Project. Academy for Educational Development. Washington D. C. Pp 77-106. Reprinted in Caribbean Journal of Education Volume 26 Numbers 1 and 2 April/September 2006 Pp 120-161

Partnership for Computer Assisted Instruction

The paper is a case study of about bottom-up education reform with respect to the introduction of computer-assisted instruction (CAI) in primary and secondary schools in Jamaica in the late 1980s and 1990s in circumstances in which governments and international development agencies placed a low priority on CAI in developing countries. The case study is done employing interviews with critical actors, focus group discussions with teachers and students, visits to educational institutions and a review of relevant documents. Part 1 of the study outlines the conceptual framework for understanding the reforms. Part 2 describes and discusses the actions and experience of the main actors. Part 3 discusses the case in relation to the conceptual framework previously outlines. The paper concludes with an assessment of the strengths and weaknesses of the case and the lessons learned and their implications.

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Book Cover: Teacher Development in the 1990's
Part of the Institute Annual Volume series:

First published as a chapter titled:

Teacher Development in the 1990's In School and College: Educational Issues and Trends in the Commonwealth Caribbean 1999. Ruby King Editor Institute of Education Annual Volume 2 1999 Pp 57-91

This paper begins by briefly locating teachers within the social structures of Caribbean society and identifying the three broad types of governance of education systems in the region and their implications for conditions of service of teachers. It then identifies international and regional trends related to teacher development within the context of different models of school organization. It then reviews teacher development in the Caribbean in the 1990's with respect to innovations in pre-service teacher educations; in-service teacher training initiatives; projects that attempted to integrate pre-service and in-service modalities; initiatives to upgrade teacher trainers and innovations related to teacher evaluation and teacher supervision. The paper concludes with a critique of teacher development in the Caribbean in the 1990's.

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