Caribbean Folklore and Folktales: A Path to Critical Consciousness in a Neo-Colonial World

• In Event: Cultural Expressions and Creativity in Education: Voices From Africa and the Caribbean

Abstract

Caribbean folklore has been under-valued and under-utilized in a majority of Caribbean schools. Using these oral and written histories in the classroom can contribute to the value and outcomes of a student’s educational experience. These stories not only present a record of local histories, but also aid neo-colonial youth as they develop their perspectives and positionalities as Caribbean adults.
Caribbean literature developed as a unifying form of expression in the mid-twentieth Century as emigration to Britain increased. Folklore, as a category unto itself, has been marginalized within the literary tradition as perpetuating low-culture values, and only relatively recently has become more common in Caribbean scholarship (Anatol, 2000). Caribbean folklore and folk culture began as an oral tradition that retained social norms and cultural expressions across vast oceans, and represent social contradiction and subtle revolt against colonialism and neo-colonialism (Roldan-Santiago, 2005). Through critical pedagogy (Freire, 1970; Giroux, 2010), these narratives can be used in contemporary classrooms to explore power relationships and dynamics, social consciousness and justice, and a sense of cultural understanding and self-efficacy in the students involved.
Through document and narrative analysis I will review of the literature and investigate how specific folkloric narratives can be used in classrooms to encourage critical thinking and the development of local consciousness. I will situate my experiences and perspectives within specific folk tales and share the voices of other educators exploring folkloric traditions.
Data will be collected through document analysis and my life story(ies) that address Caribbean folklore.
Caribbean folktales implicitly explore social norms and values, often presenting intersections of daily life and the supernatural. These representations of former slaves and indentured laborers generally include aspects of oral performance, like written creole, and present a contradiction with many students’ contemporary lives. Not often considered within the realm of high-culture literature, folklore can nevertheless be used in educational settings to increase critical consciousness, and develop and maintain a sense of community.
Folklore is indispensible in any introspective of Caribbean history and society, but is under-utilized in contemporary classrooms. Increased use with critical pedagogy and analysis will not only maintain the historical record but can increase self-awareness, self-efficacy, and cultural confidence in Caribbean youth. Critical implementation of folklore in Caribbean classrooms warrants further investigation and scholarly research as a valuable educational tool.

Authors

• Dyanis Popova, Virginia Polytechnic Institute and State University

• Deborah J. Conrad, SUNY - College at Potsdam

• Launcelot Brown, Duquesne University