“UNDER THE CAPE” -EXPLORING STAKEHOLDER' PERSPECTIVES IN THE CARIBBEAN ADVANCED PROFICIENCY (CAPE) COMMUNICATION STUDIES

摘要

“They say common people like you and me will be builders for eternity, each is given a bag of tools, a shapeless mass and a book of rules.” The Heptones. (Popular Song-”Book of Rules”.) “There is nothing easy about the process of change. Nowhere is this more the case than in education yet in no other field are educational reforms more needed.”(Shaeffer1990)[1] The research explored primary participants' perspectives on the recently implemented Caribbean Advanced Proficiency Examinations (CAPE) Communication Studies Curriculum. This curriculum seeks to facilitate “advanced competence in Standard English” in a predominantly second language linguistic setting. From the outset, the inherent tensions in education systems became evident, the “tension” between curriculum and examinations. This tightrope must be treated with due regard, especially in light of ongoing and anticipated curricular reforms. The main objective of this research was to share the existing perspectives on the implementation of this curricular innovation, navigate otherwise unheard narratives, and subsequently, by reflecting on these narratives, develop further insights for improving the present methodologies employed in the introduction of curricular innovations. This would minimise the unwanted consequences of curricular implementation methodology that can adversely affect novel curricular innovations and by extension, curricular effectiveness. The study was undertaken over a three year period and utilized ethnographic qualitative case study methods of data collection and analysis. My research stance is explorer where I am a passive participant observer in the research process. I observed the unfolding of the Communication Studies curriculum among discrete settings utilizing maximum variation sampling of research sites. Secondly, the data collection methods of in-depth interviews and passive participant observation predominated along with informal conversations, journal logs, and personal memos. Thirdly, the data analysis method was thematic categorical interpretation as this method facilitates the identification of recurring themes across discrete bounded systems in the secondary education structure. Some findings were in keeping with existing information, others hinted at new developments and problems with areas for further research. Recommendations include the development of a national and regional curriculum implementation policy to set the necessary checks and balances for curriculum implementation and ongoing effectiveness of curricular innovations. Additionally, schools will need to create formal action plans, comprehensively developed and disseminated before adopting any curricular innovation. The need for research to facilitate an acknowledgement of practioners and utilizers stories, denote the multiple layering of voices in the education system. There was resounding consensus on the applicability of this curriculum in facilitating students overall development. This would be facilitated by the utilization of a life skills approach to the teaching of English.