Curriculum Convergence: An ethno-historical investigation into schooling in Trinidad and Tobago
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Conscious manipulation of the curriculum in order to achieve the goals of colonialism was a principle in schooling in Trinidad and Tobago prior to independent rule. The approach was selective: the state identified and conveniently put into practice certain principles believed to have potential for servicing the colonial ideal. The curriculum domains which provided guidance in the process were mental discipline, child study, social efficiency and humanism, and the indicators gleaned from each of these ideological camps came together at the height of the colonial period and collectively informed curriculum choice and pedagogical practices. An amalgam of curriculum principles and approaches, therefore, rather than any one distinct operational ideology, underpinned practice. The study focuses on the teaching end of the schooling spectrum. It uses an ethno-historical method to identify both curriculum content and pedagogical strategy, determines the ideological provenance of these inputs, and indicates how the colonial state stood to benefit from the choices made. It is argued that the approach used by the colonizer did in fact accomplish some intended outcomes, but in that very feat lies the crucible for many of the difficulties which an independent Trinidad and Tobago now faces in its attempt to develop and implement curricula that are responsive to the emergence into a modern nation state.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it