Hodge’s book Crick Crack, Monkey is a story that mirrors the racist and the class divisions in the society. She wrote about women, their lives and the effects of Post Colonial education. Hodge believes that these divisions were fostered and nourished by the British cultural influences. Girls’ education is portrayed mainly through the education of Tee in Crick Crack, Monkey. Tee’s education puts her above the ‘ordinariness’ of Tantie’s household, but at the same time, it does not make her belong anywhere. At school, Tee was expected to get the same education as the colonizer, thus “civilizing” her. Children were taught European things, and thereby acquired European culture. Her reading career “began with A for Apple, the exotic fruit that made its brief and stingy appearance at Christmastime,” and then she had to learn about Jack and Jill and Little Boy Blue, all the time wondering, “what, in all creation, was a ‘haystack’?”. She also wondered why Little Miss Muffet “sat eating her curls away.” Through all this confusion, if she didn’t understand things, or misbehaved, she was beaten; her schoolmaster regularly whipped children’s hands when they were out of line.
As Sophia Lehmann [7] rightly puts it, ‘The paradox of assimilation is that it tends to worsen rather than lessen the sense of marginality for which it was supposed to be the cure’. However, assimilation only became needed as ‘cure’ once Tee was feeling marginalized, a condition she did not know before her schooling or her stay at Aunt Beatrice’s. Thus, the colonized middle class passes on its own sense of marginalization, which results in an endless cycle of attempted assimilation as a supposed resolution to a state brought about by the desire for education – and education then makes the feeling of marginalization more acute. At school, Tee was expected to get the same education as the colonizer, thus “civilizing” her. Children were taught European things, and thereby acquired European culture.
Inclusive Education The Right Of All Children
Inclusive Education: The Right of All Children I. INTRODUCTION For many years children with special needs were isolated from their peers at school. They were placed in separate classrooms away from other students, but inclusion has changed this. Inclusion involves a commitment to educate children with special needs, including those with disabilities by bringing the support services to the children ...
Hodge has argued against this form of education that seeks to abrogate the student’s experience: “The problem in a country that is colonized…is that the education system takes you away from your own reality…turns you away from the Caribbean…We never saw ourselves in a book, so we didn’t exist in a kind of way and our culture and our environment, our climate, the plants around us did not seem real, did not seem to be of any importance–we overlooked them entirely. The real world was in books.” As a look at Tee’s education reveals, the reader learns very little directly about the specific texts taught in school, material the author seems to take for granted; instead, Hodge concentrates more directly on how both the material taught and the method of instruction denigrates her protagonist while simultaneously upholding and extolling the value of the experience this education omits.
Tee’s schooling, all by black instructors from Trinidad, takes place in two different locations. First, while living in the country with Tantie, she goes to ABC class at Coriaca with Mr. and Mrs. Hinds; next, she enters the nearby Big School where she encounters Sir; and lastly, after Tee receives an impressive scholastic award, Tantie agrees that she should move in with Aunt Beatrice and Uncle Norman, who get Cynthia enrolled in St. Anne’s, purportedly the best school in Santa Clara and where she learns to despise the more traditional life she had earlier led, for, despite her uninspiring Aunt, the environment reinforces exactly what she learns in school.
Great Depression Teachers School Education
During the Great Depression receiving an education was becoming more and more difficult for southerners. From not being able to afford the required supplies needed, to not being able to pay the tut ions, many people found it nearly impossible to attend school. The novel, To Kill A Mockingbird written by Harper Lee shows how the lack of education in society during the Great Depression affected ...
Unlike at home with Tantie, where the dominant Creole provided a rich and strong counterpoint to the King’s English she hears in school, in Beatrice’s dysfunctional family, all speak this “foreign” language with affected emphasis. The former and rich center of Tee’s life will be if not replaced with then certainly dimmed substantially by the shadow she formerly believed herself to be.
In Third Standard, the teacher reads to the students “tales of unvanquished knights with valiant swords and trusty steeds” (55), immersing them in European legends. The results of “the evils of schooling derived from imported metropolitan conceptions of education” (Narinesingh x) become clear soon enough. Even before having been brought to her Aunt Beatrice’s anglophile middle-class home, Tee has learned what she is to regard as the standards by which the world is measured:
Books transported you always into the familiar solidity of chimneys and apple trees, the enviable normality of real Girls and Boys who went a-sleighing and built snowmen, ate potatoes, not rice, went about in socks and shoes from morning until night and called things by their proper names, never saying “washicong” for plimsoll or “crapaud” when they meant a frog. Books transported you always into reality and Rightness, which were to be found Abroad. (61)
Tee’s so-called education thus puts her in an intolerable situation: since her own world does not have the same cultural referents as the one she is taught to regard as “correct,” she is forever trying to “catch up,” always seeing herself in terms of a world which can never be her own because it is always elsewhere. Indeed, her whole socialization process comes to affirm that however many of the cultural standards prescribed by the educational system, her teachers, or Aunt Beatrice she adopts, she always falls short — and so do her teachers and Aunt Beatrice, who are similarly caught in a cycle of self-denial and self-hatred.
At first, the thought of going to school, especially of learning to read, fills Tee with wonder:
“I looked forward to school. I looked forward to the day when I could pass my hand swiftly from side to side on a blank piece of paper leaving meaningful marks in its wake; to staring nonchalantly into a book until I turned over a page, a gesture pregnant with importance for it indicated one had not merely been staring, but that the most esoteric of processes had been taking place whereby the paper had yielded up something or other as a result of having been stared at.”
Private Schools Public Education School
Private Schools The first position of chapter three is supportive of private schools. This position feels that private schools prevent the public schools from having a total monopoly over education by offering the community an alternative choice. This choice also produces competition with public schools for student enrollment. This position views public schools as something a student must accept ...
Of course, as the preceding quotations suggest, education is best described as a double-edged sword, for it promises social and intellectual elevation but often at huge cost. Tee’s idealized notions about learning clash quickly with the reality of Mr. and Mrs. Hines, who couple religious instruction with the degradation of the students’ lived experience.
Everything Tee learns points to England at the expense of their place, at best a shadow reality casts on them.
Tee’s experiences at Saint Anne’s only reiterate what occurred earlier. At this school, she recognizes a much more subtle form of black-on-black racism: that success in school, no matter that our protagonist eventually finishes near the top of her class, has little to do with scholastic achievement. Indeed, her teacher tells Tee, “You are one of those who will never get very far.” Though more subtle, perhaps, in its condemnation of its students’ black identity, St. Anne’s, the perceptive Tee comes to realize, awards honors based on shadows and shades: the fairer skinned the better, as her school days and her conversations with Beatrice make obvious. As Aunt Beatrice with frightening conviction tells her daughter Jessica who does not do as well in school as her sister Carol and who justly complains that only “fair” girls get pointed out for special attention and chosen for awards: “Look, my girl, it’s not any fault of mine that you are dark; you just have to take one look at me and you will see that! There you have nothing to reproach me for. But the darker you are the harder you have to try, I am tired of telling you that! What you don’t have in looks you have to make up for otherwise.” Everything that happens to Tee in Santa Clara conforms to this assessment, prepared prior to her arrival.
Through Tee’s experiences we follow her to schools that teach British culture: the songs, stories, poetry, and loyalty. The curriculum has no relevance to the people of the island of Trinidad. Their culture is unseen, unheard and unrecognized. Tee leaves school without any pride in her identity, or heritage. She is thoroughly confused as to who she is and where she fits in.
The Term Paper on Ict in School Education
The paper also examines the key issues and challenges in the effective implementation of ICTs in school education and provides suggestions to address these challenges and aid the implementation of ICTs in school education. An observation of international trends in application of ICTs in schools indicates that it is directly related to the development of schools and the teaching and learning ...
Her education, both in school and in Aunt Beatrice’s household, has had the desired effect. Ketu Katrak explains that Colonized people’s mental colonisations through English language education, British values, and culture result in states of exclusion and alienation. Such alienations are experienced in conditions of mental exile within one’s own culture to which, given one’s education, one un-belongs.”
