A Neocolonial Warp of Outmoded Hierarchies, Curricula and Disciplinary Technologies in Trinidad’s Educational System

I re-appropriate the image of a space-time warp and its notion of disorientation to argue that colonialism created a warp in Trinidad’s educational system. Through an analysis of school violence and the wider network of structural violence in which it is steeped, I focus on three outmoded aspects as evidence of this warp--hierarchies, curricula and disciplinary technologies--by using data (interviews, documents and observations) from a longitudinal case study at a secondary school in Trinidad. Colonialism was about exclusion, alienation, violence, control and order, and this functionalism persists today; I therefore contend that hierarchies, curricula and disciplinary technologies are all enforcers of these tenets of (neo)colonialism in Trinidad’s schools. I conclude with some nascent thoughts on a Systemic Restorative Praxis (SRP) model as a way of de-stabilizing the warp, by stitching together literature/approaches from systems thinking, restorative justice and Freirean notions of praxis. SRP implies that colonialism (and this modern-day warp) has rendered much psychic and material damage, and that any intervention to address structural violence has to be systemic and iterative in scope and process, include healing, be participatory, and foster an ethic of horizontalization in human relations

Lingering Colonialities as Blockades to Peace Education: School Violence in Trinidad

Book Summary: Bringing together the voices of scholars and practitioners on challenges and possibilities of implementing peace education in diverse global sites, this book addresses key questions for students seeking to deepen their understanding of the field. The book not only highlights ground-breaking and rich qualitative studies from around the globe, but also analyses the limits and possibilities of peace education in diverse contexts of conflict and post-conflict societies. Contributing authors address how educators and learners can make meaning of international peace education efforts, how various forms of peace and violence interact in and around schools, and how the field of peace education has evolved and grown over the past four decades. Chapter Summary: By using data on school violence from field research in Trinidad and Tobago (TT), I argue that in the knowledge production of \u27school violence,\u27 \u27school\u27 is subtracted as a descriptive [term], and in its place is hoisted the category of \u27youth,\u27 inscribed as the \u27Other,\u27 the predominant signifier of violence. In so doing, the predominating discourse about what constitutes school violence itself, and its drivers/\u27causes,\u27 takes on a limiting and individualizing nature. As a result, the principal interventions that emanate from such a discourse are correspondingly narrow and therefore fail to reveal the structural violence in which youth violence in school is embedded. I posit this discursive violence as a lingering coloniality, and thus, as a blockade to the implementation of sustainable peace education in TT\u27s schools. [excerpt

Speech by H.E. Amani Abeid Karume former President of Zanzibar on recent developments in North Africa; impact on the Arab World, Africa and the world at large, lessons learned

This is the archive of a speech on developments in North Africa given by President Karume of Zanzibar, APC's 7th President in Residence, on March 10, 2011

Fighting a Resurgent Hyper-Positivism in Education is Music to My Ears

In this article, I argue that one of the gifts of the Age of Enlightenment, the ability to measure, to experiment, to predict—turned rancid by hyper-positivism—is re-asserting itself globally in the field of education (including music education). I see a neoliberal, neocolonial connection—in terms of the ideologies that fuel them—between some of the homogenizing, epistemologically/culturally imperialist aspects of globalization and this resurgent hyper-positivism that has been accompanied by a corporatization of education. I posit that critical education, including critical music education, is an essential component of a necessary—if rancorous—dialogue in maintaining a definition of education that is as varied and diverse as those students we wish to educate. In essence, I argue that critical education is one of many tools to help us fight a ‘re-colonization’ by this resurgent hyper-positivism in education

Teachers’ Nascent Praxes of Care: Potentially Decolonizing Approaches to School Violence in Trinidad

Zero tolerance, punitive and more negative peace-oriented approaches dominate school violence interventions, despite research indicating that comprehensive approaches are more sustainable. In this article, I use data from a longitudinal case study at a Trinidadian secondary school to focus on the role of teachers and their impact on school violence; I show that institutional constraints are not fully deterministic, as teachers sometimes deploy their agency to efficacious ends. In combining Noddings’ postulations on care and Freire’s notions of praxis as a symbiosis of reflection and action, I explicate the nascent praxes of care of six teachers at this school, as they strive for more positive peace-oriented approaches to school violence. I characterize these praxes as nascent because they are not fully interrogative of the structural violence of the entire system. However, I do argue that these nascent praxes possess decolonizing and transgressive potentiality in the face of a logic of coloniality that reinforces hierarchy, exclusion, and marginalization in the Trinidadian educational system. I conclude by contending that these nascent praxes must be scaled-up to more mature, radical praxes, including the cultivation of a systemic praxis of care; in other words, a deeper and broader postcolonial peace education

Fearless: Professor Hakim Williams

With his consistently energetic and enthusiastic personality, his progressive teaching methods using discussion and debate in the classroom, and his desire for his students to develop more comprehensive understandings of the problems facing education in a global context, Dr. Hakim Williams fearlessly uses his passion for change and justice in education to enlighten his students, sharpen their critical thinking skills, and change their outlooks on the future. [excerpt

Generation, Ranking and Unranking of Ordered Trees with Degree Bounds

We study the problem of generating, ranking and unranking of unlabeled ordered trees whose nodes have maximum degree of $\Delta$. This class of trees represents a generalization of chemical trees. A chemical tree is an unlabeled tree in which no node has degree greater than 4. By allowing up to $\Delta$ children for each node of chemical tree instead of 4, we will have a generalization of chemical trees. Here, we introduce a new encoding over an alphabet of size 4 for representing unlabeled ordered trees with maximum degree of $\Delta$. We use this encoding for generating these trees in A-order with constant average time and O(n) worst case time. Due to the given encoding, with a precomputation of size and time O(n^2) (assuming $\Delta$ is constant), both ranking and unranking algorithms are also designed taking O(n) and O(nlogn) time complexities.Comment: In Proceedings DCM 2015, arXiv:1603.0053