Intersectionality and Compromise: Enacting Government Policies in the Caribbean

Dickson-Deane, C; Bristol, L; McNeil, D; Esnard, T; Leacock, L

Intersectionality and Compromise: Enacting Government Policies in the Caribbean

Dickson-Deane, C

Bristol, L McNeil, D Esnard, T Leacock, L

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Publisher:: Springer Nature
Publication Type:: Chapter
Citation:: Global Perspectives on Educational Innovations for Emergency Situations, 2022, pp. 119-128
Issue Date:: 2022-07-26

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Field	Value	Language
dc.contributor.author	Dickson-Deane, C https://orcid.org/0000-0002-5504-7856
dc.contributor.author	Bristol, L
dc.contributor.author	McNeil, D
dc.contributor.author	Esnard, T
dc.contributor.author	Leacock, L
dc.date.accessioned	2025-01-11T08:38:42Z
dc.date.available	2025-01-11T08:38:42Z
dc.date.issued	2022-07-26
dc.identifier.citation	Global Perspectives on Educational Innovations for Emergency Situations, 2022, pp. 119-128
dc.identifier.isbn	978-3-030-99633-8
dc.identifier.uri	http://hdl.handle.net/10453/183263
dc.description.abstract	The Caribbean as a region managed the education delivery response to COVID-19 through policy that emphasised a holistic government approach. Though each State maintains its sovereign right, throughout the various phases of the COVID-19 pandemic, locally governed Ministries of Education (Carrington, 1993) created guidance for what and how education was to continue in this region. This approach produced unique ways of continuing primary and secondary school education in the region. It also inevitably had unintended outcomes that many other regions experienced but few could quantify and qualify as to its impact on education as we knew it. Some of the unintended outcomes included how ministerial mandates were translated into actionable activities by teachers, parents and students given the challenges to financial, technological, and teaching resources. This chapter uses the pandemic as the landscape within which the stories of a variety of stakeholders (i.e., teachers, principals, parents) from the pre-tertiary sectors, in select countries outline points of intersectionality and compromise. This thus illustrates how solutions were formalised and actioned, as well as drawing on similarities and differences to extrapolate into a regional and international view.
dc.format.extent	31
dc.language	en
dc.publisher	Springer Nature
dc.relation.ispartof	Global Perspectives on Educational Innovations for Emergency Situations
dc.relation.ispartofseries	Educational Communications and Technology: Issues and Innovations
dc.relation.isbasedon	10.1007/978-3-030-99634-5_12
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.title	Intersectionality and Compromise: Enacting Government Policies in the Caribbean
dc.type	Chapter
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	University of Technology Sydney/Faculty of Engineering and Information Technology/School of Professional Practice and Leadership
pubs.organisational-group	University of Technology Sydney/UTS Groups
pubs.organisational-group	University of Technology Sydney/UTS Groups/Visualisation Institute (VI)
pubs.organisational-group	University of Technology Sydney/UTS Groups/Centre for Research on Education in a Digital Society (CREDS)
pubs.organisational-group	University of Technology Sydney/UTS Groups/Centre for Research on Education in a Digital Society (CREDS)/Centre for Research on Education in a Digital Society (CREDS) Associate Members
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.date.updated	2025-01-11T08:38:26Z
pubs.place-of-publication	Switzerland
pubs.publication-status	Published
dc.location	Switzerland

Abstract:

The Caribbean as a region managed the education delivery response to COVID-19 through policy that emphasised a holistic government approach. Though each State maintains its sovereign right, throughout the various phases of the COVID-19 pandemic, locally governed Ministries of Education (Carrington, 1993) created guidance for what and how education was to continue in this region. This approach produced unique ways of continuing primary and secondary school education in the region. It also inevitably had unintended outcomes that many other regions experienced but few could quantify and qualify as to its impact on education as we knew it. Some of the unintended outcomes included how ministerial mandates were translated into actionable activities by teachers, parents and students given the challenges to financial, technological, and teaching resources. This chapter uses the pandemic as the landscape within which the stories of a variety of stakeholders (i.e., teachers, principals, parents) from the pre-tertiary sectors, in select countries outline points of intersectionality and compromise. This thus illustrates how solutions were formalised and actioned, as well as drawing on similarities and differences to extrapolate into a regional and international view.

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http://hdl.handle.net/10453/183263