Jamaican Teacher Identity as a Construct of Postcolonialism

• In Event: Thinking Global/Acting Local: Teaching in Global Contexts

Abstract

This paper explores the teaching experiences of teacher educators in Jamaica. It is centered on the argument that colonialism has shaped teacher identity. It highlights the stories of the teacher educators practice and show how they view the impact of colonialism. Results indicated that they believe that there is an inherent value and dependency on an education framed by colonialism. Their students still hold the view that knowledge should be deposited, as they still expect the teacher to hold the power of knowledge, and they the recipients.

Author

• Hope Antoinette Mayne, University of Technology - Jamaica