In, Gender in the 21st Century: Caribbean Perspectives, Visions, and Possibilities. Editors:  Barbara Bailey and Elsa Leo-Rhynie Editors. Ian Randle Publishers. Kingston. 2004. Pp 99-133.

The phenomenon of Male Marginalisation was first described by Miller as an aspect of gender in the Aubrey Phillips Memorial Lecture on April 30th, 1986. While some embraced the concept as an original contribution to the study of gender, others were highly critical claiming that it was a male chauvinistic attempt to divert attention from women’s issues. This latter view was refuted by the prediction that the phenomenon described would become more evident and widespread in the future thereby confirming its reality.  Seventeen years later, on the Tenth Anniversary of the Gender Studies Unit of the University of the West Indies, Mona; Miller was invited to revisit the phenomenon of Male Marginalisation. The approach adopted in the Chapter further detailed the historical and theoretical foundations of the conceptualization of Male Marginalization by the following. It:

  • Agreed with much of feminist scholarship that conventional sociological theorizing is universally and uniformly unisex
  • Critiqued theorizing of gender by Weber; radical feminists, white and black; post-modernists; structuralists; and essentialists for either conflating gender and patriarchy or for omitting patriarchy from their formulations
  • Defined patriarchy as a social system of domination/subordination involving genealogy, gender and generation, where genealogy defines the external borders of a kinship collective while gender and generation determines internal rank within the collective.
  • Defined gender as the sexual division of power.
  • Established that genealogy created a covenant of kinship which consisted of shared identity, group solidarity and reciprocal obligations.
  • Traced the brutality and cruelty inflicted on alien genealogies that fall outside of the covenant of kinship, especially on their men since women and children were more easily incorporated into lineages.
  • Defined marginality and centrality in society and showed that these were social facts of all societies.
  • Argued that inequality was the reality of human society but could not be justified on ethical and moral grounds. Further, while equality is ethical and moral it is utopian and not practical. Accordingly, human societies must contend with this inherent and fundamental contradiction
  • Argued that whatever criteria are used to justify inequality in one era can be successfully challenged subsequently, hence the criteria on which societies are structured are perennially renegotiated.
  • Argued that the asymmetries in power in society is resultant of renegotiations of the structure of society and that male marginalisation has been a consistent feature of societies ancient and modern.

A case of Bottom-up Reform

Book Cover: The Introduction of Computers in secondary schools in Jamaica

In Adapting Technology for School Improvement: A Global Perspective. Editors David W Chapman and Lars O Mahlick. International Institute of Educational Planning: Paris. 2004 Pp 101-121.

The Introduction of Computers in Secondary Schools in Jamaica: A Case of Bottom-up Reform focuses exclusively on public secondary schools in Jamaica and traces the introduction of computers in a few schools in the mid-1980s to the inclusion in all public secondary schools by 2000. The paper draws on some material reported in Partnership for Change: Using Computers to Improve Instruction in Jamaica’s Schools, 1996, it examines the roles of each partner to 2002. This includes the Jamaica Computer Society Education Foundation; the Business Partners; the HEART Trust; the school communities; the main agencies providing development cooperation and the Ministry of Education. In so doing it examined the impact of the virtual collapse of the financial and banking sector between 1998 and 2000 and rising public debt. I

The paper looked at the circumstances and factors which operated as the Ministry of Education moved from the periphery to the center stage of policy-making and the decline of the Jamaica Computer Society Education Foundation from visionary leadership to becoming no longer needed. One of the most important observations of the study was that the school communities of teachers, parents, students, past students, and organisations and business in the neighborhoods of schools were the most constant, reliable and substantial contributors to the origin and its sustainability of the reform notwithstanding changes in implementation and great variations in the economy. This was with the exception of 26 of the 166 public secondary schools that were located in very poor communities.

Published:
Editors:
Genres:
Tags:

Transformation and Reformation

Education in Jamaica: Transformation and Reformation. Miller, Errol and Grace Camille Munroe 2013. In Emel Thomas, Editor. Education in the Commonwealth Caribbean and Netherland Antilles. Bloomsbury Academics. London, Oxford, New York, New Delhi and Sydney. Chapter 13.

This chapter gives a brief background of education in Jamaica in the colonial era before proceeding to outline the rationales, goals and targets of education reforms in Jamaica in the second half of the 20th century and first decade of the 21 century. These include:

  • The National Plan of Jamaica 1957 to 1967
  • The Five Year Independence Plan 1962 to 1968
  • The New Deal in Education 1966
  • The Reforms of the 1970s inclusive of free secondary, tertiary education and special education and the conversion of three-year junior secondary schools to five-year secondary schools.
  • Reforms in the economic downturn of the 1980s
  • Reforms of the 1990s
  • The Education Transformation Project and Programme 2004.

Perspectives from the Anglophone Caribbean

Book Cover: Research and Higher Education Policies for the Transformation of Societies

Research and Higher Education Policies for the Transformation of Societies: Perspectives from the Anglophone Caribbean is the keynote address at the UNESCO Forum on Higher Education, Research and Knowledge held in Trinidad and Tobago in July 2007. It essentially does the following:

  1. Contrasts the development of Higher Education in the Spanish Caribbean and North America with the Anglophone Caribbean highlighting the 300-year difference in its commencement in the latter. Notes the meagre provision for higher education by the British over the period 1830 and 1948 and locates the impetus for the modern development and diversification of higher education in the Anglophone Caribbean to adult suffrage and representative government beginning in 1948.
  2. Outlines three periods in the modern era: the founding of the single regional university, the University College of the West Indies, in 1948; the establishment of national universities starting with the University of Guyana in 1963; and private for profit universities starting with the St Georges University Medical School in Grenada in 1976.
  3. Traces the origin of the development of research capacity and knowledge generation in the Anglophone Caribbean to the creation of the St Vincent Botanical Gardens in 1765 and the Bath Botanical Gardens in Jamaica in 1779 and followed by the Imperial College of Agriculture in Trinidad and the Farm School in Jamaica in the first two decades of the 20th century.
  4. Adopts the imperatives driving Caribbean transformation presented by Barbados Prime Minister Owen Arthur in his address to the Conference on the Caribbean in the 21 Century Conference in June 2007 held in Washington DC.
  5. Discusses issues related to policies for the further development of research and higher education in the Anglophone Caribbean with respect to process and timeframe; demographic factors; regional cooperation; Caribbean integration; and the Caribbean Single Market and Economy (CSME);
  6. These discussions include references to the findings and recommendation from the First Septennial Review of the University of Technology and notions such as the Anglophone Caribbean being both place and people; not being either North American or Latin American; and that current geopolitics is forcing the twelve independent Anglophone countries, Haiti and Surinam into a common space and imposing on them a shared destiny.

An overview

This Publication is not currently in Print or available in Electronic Form. Should there be sufficient interest, we will explore the feasibility of obtaining the necessary permission to make it available in electronic form, either free or at the lowest cost.

In Libraries, Literacy and Learning Essays in Honour of the Hon. Joyce Robinson. Editor K. E. Ingram. Jamaica Library Association. Kingston: 1994 Pp 17 – 47.

Literacy in Jamaica: An overview traced how literacy was defined and measured in Jamaica over the period 1861 to 1987.  As such this Chapter described how literacy was first measured in the Census of 1861 and in subsequent censuses. It also looks at the ages at which literacy was measured; literacy and gender, literacy and geographical location, and literacy, gender and geographic location. It also discussed the impact on literacy rates of the Jamaican population when the standard of measuring literacy changed from the basis to the functional standard in the 1960s. Further, the Chapter includes the stigma and stereotypes ascribed to literary, regional and international comparisons and as well as the contribution of schooling to literacy and adult literacy programmes that have been implemented in Jamaica. In this regard special attention to the JAMAL programme implemented in 1975, to which the Hon. Joyce Robinson made a seminal contribution.

Please indicate interest by submitting your email address, the title of the publication and we will update you on any progress.

[yikes-mailchimp form="1"]

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.
Verified by MonsterInsights