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Bonds of EmpireWest Indians and Britishness from Victoria to Decolonization$
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Anne Spry Rush

Print publication date: 2011

Print ISBN-13: 9780199588558

Published to Oxford Scholarship Online: September 2011

DOI: 10.1093/acprof:oso/9780199588558.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2022. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use.date: 27 January 2022

Hewing to Tradition

Hewing to Tradition

Education Debates in the 1930s and 1940s

Chapter:
(p.84) 4 Hewing to Tradition
Source:
Bonds of Empire
Author(s):

Anne Spry Rush

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199588558.003.0005

This second chapter on education explores how, at mid-century, prominent West Indian educators worked to preserve the traditional British-style grammar school at the secondary level, resisting the efforts of British colonial officers to advance changes in curricula that officials believed would make it more relevant to Caribbean society and more useful to West Indian people. Utilizing reports from educators from the 1920s–40s it explores the roles of the imperial government, colonial officials, and West Indians in the education debate. It argues that West Indian educators resisted changes in part because they believed that traditional education would continue to be the key to advancement within the British social structure in which they lived, and in part because they considered British culture integral to their own identity. The value West Indians placed on British–style schooling would continue to affect the nature of Caribbean education into the post–war period.

Keywords:   curricula, British–style schooling, British culture, Caribbean education, grammar school, identity, imperial government, reports, schooling, West Indian educators

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