Research Publications

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Abstract

Currently, St. Maarten remains a colony of the Netherlands, officially designated as "an autonomous country within the Kingdom of the Netherlands." There is ongoing discourse among the population, including educators, regarding St. Maarten's readiness for independence. This study addresses the previous lack of research on educators' perceptions of this readiness. Additionally, it examines educators' views on their role regarding nation-building. The investigation involved teachers from elementary and secondary schools in St. Maarten. The study aimed to capture the essence of their perceptions through five methods for data triangulation: individual semi-structured interviews, focus group interviews, observations, questionnaires, and surveys. The study's findings support recommendations for an effective process toward an independent St. Maarten.

Contact the researcher, Dr. Yadira Boston

Email: dr.yadiraboston@gmail.com

Phone: 17215812726

Abstract

In this paper, I discuss a participatory action research (PAR) study conducted during an educational change process and the perceptions of co-researchers on the effect of leadership on the PAR process on the Dutch territory of Sint Maarten in the Caribbean. In relaying our experiences in conducting PAR in such a context, it is argued that leadership plays an important role in realizing the actions that arise from the PAR process. The openness of leaders in accepting suggestions for change from the PAR group may depend on whether they are co-researchers undergoing the reflective process inherent within PAR. In documenting how PAR is conducted within a rigid, hierarchical, colonial power school structure, the paper aims to provide researchers with insights into the limitations of PAR when co-researchers are not given the power to act by leaders. This, inevitably, hinders the ability of PAR to effect meaningful social change.

Abstract

 Recent efforts toward educational change have encountered social forces that have awakened the consciousness of those experiencing the change. Such an awakening has brought to the forefront the importance of indigenous or local identity and has allowed both change leaders and those experiencing the change to focus on utilizing equitable practices in valuing implementors’ ideas and experiences in efforts at realizing the change vision. To be truly emancipated, the educational change process must be decolonized so that those that would experience the greatest impacts are those whose voices are given the greatest value. Drawing on Weick's (1995) elements of sensemaking and the lessons learned from working at a school on St. Maarten, a Dutch Caribbean colony, I link sensemaking to educational change and decolonization. The hope is that indigenous and local change implementors become empowered as they adjust their mental frameworks to engage in the decolonization process.