Bl & cabbear-studes Revert i CR tt ae te good responses clearly stated that education inthe colonial period placed emphasis on teaching students the way of life or culture ofthe Empire with regard to all subjects ‘including history, geography and literature, Education became an agent or tool of socialization (according to the views of Marx and Durkheim). It was designed to facilitate conformity to the nonms and values of the imperial enterprise. In this way, education played a central role in feta the colonial agenda, The following pats have also ben argued + The Church became an agent of socal contol, As a main rsoure in providing education, it placed emphasis onthe teaching ofthe Bible and slet passages which inslled sense of duty to those in authority andthe promise of a beter life afer death once the required colonial labour was camried out on earth, Tn many Anglophone countries, Church and State worked together to create a joint approach forthe advancement ofthe colonial agends through education. The Church also established primary and secondary schools which often maintained the stats quo and worked closely withthe ideals of the colonial powers. The quality of education reflected the emphasis, as designed by the colonial agenda, cn crating a labour force for the sugar industy aud the service industries. The anjoity of enslaved peoples didnot have acces to edveation, With emancipation, many Caribbean citizens, especially the indentured labouring classes and formerly enslaved, were denied education, Some British territories only provided primary education before seodng children from aye tn tothe workforce. Stratification continued as the race, colour and class of the wealthier classes continued to play a role in the educational system. Certification was needed for many white collar jobs which led to only those members ofthe middle and elite clases being employed in these jobs. Only the elite were able to afford extra lessons ‘and resources to help their children achieve academic credentials,OSs a any Caribbean citizens, expecially the indentured labouring classes and formerly enslaved, were denied education, — Some British territories only provided primaty education before sending children from age ten to the workforce ‘+ Stratification continued as the race, colour and class of the wealthier classes continued to play a role in the educational system, Certfietion was needed for ¥y white collar jobs which led to only those members of the middle and elite classes being employed in these jobs. Only the elite were able to afford extra lessor 1d resources to help their children achieve seademse credentials, ‘+The colonial project emphasized the advancement of boys and men aver girls and women. Consequently, educational opportunities wete provided for males over females. Higher education was deemed the right of males as a route to becoming the leaders in Caribbean society, which was also deemed to be a male privilege Question 2artonean_ytuaes ‘Topic: Ecication Education Fucation is concered with socializing members ofthe society nt the norm, values, know ge and skis that a society deems important. ‘There are twotypes ofeducation: © Formal: are those things which are taught within the formal curriculum af theschooL. © Tnformal- ae those things learnt outside of the formal curiculum. Those things could be karned within the family , pectsand community. Historical Context of itu + Underslavery formal elution was largely for European chien. Shes were doi formal eduction due tofear of overtrowing white supremacy Twas noun 1834 thatthe Nego Education Grant was given to blacks where they cou eee elementary ‘education. The plantersthought tha this would help the ex-slaves to adjust to a free society, + Education received then was more based on industry and moral reformation rather than for social mobilty, For example, only reading, writing, arithmetic, and alittle geography were offered. The bible was the main text and the curriculum was steeped in English values, songs, poems, stores and customs. ©The planters taught that a full education would disrupt the socal stratification system © Only few could afford secondary and tertiary education. Only a few were able toattend Oxford, Cambridge and London universities for example, Rex Netteford, Michal Manky who contributed tothe decolonization process inthe 1960s and 1970s,