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Whose knowledge, whose values? The contribution of local knowledge to education policy processes: A case study of research development initiatives in the small state of Saint Lucia
journal contribution
posted on 2023-06-08, 07:03 authored by Keith Holmes, Michael CrossleyNo description supplied
History
Publication status
- Published
Journal
Compare: A Journal of Comparative and International EducationISSN
0305-7925Publisher
Taylor & FrancisExternal DOI
Issue
2Volume
34Page range
197-214Pages
18.0Department affiliated with
- Education Publications
Notes
This paper draws upon a case study of education in the small Caribbean state of Saint Lucia (population 154,000) to examine how local knowledge and values can influence the education policy process. It is argued that recent research development initiatives have strengthened the ability of Saint Lucia to mediate international education agendas to suit its distinctive `social ecology' and circumstances as a small state. Saint Lucians, it is argued, are reconceptualizing educational research in ways that better reflect the society's Kwe´yo`l-majority culture, oral traditions and postcolonial context. The boundaries of educational research are therefore being stretched to incorporate local knowledge and values and multiple modes of meaning-making.Full text available
- No
Peer reviewed?
- Yes
