Caribbean Discourse in Inclusive Education is an edited book series that aims to give voice to Caribbean scholars, practitioners, and other professionals working in diverse classrooms. The book series is intended to provide an ongoing forum for Caribbean researchers, practitioners, and academics, including those of the Diaspora, to critically examine issues that influence the education of children within inclusive settings. The book series is visionary, timely, authoritative and presents pioneering work in the area of inclusive education in the Caribbean, as part of the broader South?South dialogue. It is essential reading for students in undergraduate and postgraduate programmes, scholars, teachers, researchers and policy makers at the regional and international level. The first book in this series entitled Historical and Contemporary Issues will trace the history and examine the Caribbean’s trajectory towards the development of inclusive education in the 21st Century. The main premise of the book is that inclusion remains an ideologically sound goal, which remains elusive in the Caribbean. It will also provide a wider platform to discuss other factors that influence the development of inclusive education such as school climate, culture and ethos, LGBT issues, teacher training and professional development, pedagogy, pupil perspective, curriculum, policy and legislation.

To meet the various needs of students, administrative policies and instructional techniques must consistently be improved upon. This allows schools to deliver a higher quality of education to students. Assessing the Current State of Education in the Caribbean is a pivotal reference source for the latest research on recent developments and innovations for schools in the Caribbean region. Focusing on teacher leadership, learning assessment techniques, and technology uses, this book is ideally designed for educators, school administrators, professionals, and researchers interested in recent developments within the education sector.

Caribbean Discourse in Inclusive Education Volume II “Responding to Learner Diversity and Learner Difficulties” shares selected critical reflections and recommendations on the way educational communities respond to student diversity and difficulties learning. These contexts include the Caribbean, the Diaspora, and beyond. Authors explore issues and strategies for realizing and sustaining the agenda of education for all within primarily, but not limited to, the Caribbean. While the authors are aware of the ongoing debate between the terms ‘education for all’ and ‘inclusive education’, we use these terms interchangeably. We hold the position that inclusive education is about commitment to removing barriers to optimum learning for all learners regardless of age, ability, ethnicity, gender, geography, race, religion, sexual orientation or other differences. ‘Responding to Learner Diversity and Difficulties’ extend the discourse to include stakeholders committed to sharing their experiences and strategies for overcoming barriers to inclusive education. This second volume presents research that examines how teachers can respond to students with disabilities and difficulties learning, teach challenging curriculum content in mathematics and literacy, build citizenship through student voice, improve teacher practice via co-teaching and critical reflection, promote inclusive practice through leadership and advocacy. It can be used as a core text or companion reader for students at the undergraduate and graduate levels, lecturers, practitioners, researchers and policy makers.

This book engages readers with real-world scenarios and critical reviews on the growth of inclusive education around the world. It investigates education, equity, and the sociocultural differences in public education systems.

This handbook covers the history, policy, practice and theories of African and Caribbean education and promotes the sustainability of socio-cultural beliefs, values, knowledge and skills in the regions. Africa and the Caribbean share commonalities of the geopolitical and historical dominance by European empires and colonialism and aftereffects of anti-blackness in the global trade in enslaved persons. Indigenous religious, cultural, and ethnic currents in Africa are echoed in the Caribbean along with a strong infusion of Asian and other ethnic influences. The handbook shows how educators in both regions are grappling with Western education eclipsing indigenous epistemology and contributes to important debates and discourses including culturally relevant teaching, decolonization, critical race theory, Africana studies, Black emancipation, the African diaspora, Bi-cultural experiences, and the climate emergency. It is organized into three sections covering past issues that frame education in Africa and the Caribbean; the present challenges and opportunities of Education in the regions; and future opportunities for education post-2020.