Whose knowledge, whose values? The contribution of local knowledge to education policy processes: A case study of research development initiatives in the small state of Saint Lucia

Holmes, Keith and Crossley, Michael (2004) Whose knowledge, whose values? The contribution of local knowledge to education policy processes: A case study of research development initiatives in the small state of Saint Lucia. Compare: A Journal of Comparative and International Education, 34 (2). pp. 197-214. ISSN 0305-7925

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Item Type: Article
Additional Information: This paper draws upon a case study of education in the small Caribbean state of Saint Lucia (population 154,000) to examine how local knowledge and values can influence the education policy process. It is argued that recent research development initiatives have strengthened the ability of Saint Lucia to mediate international education agendas to suit its distinctive `social ecology' and circumstances as a small state. Saint Lucians, it is argued, are reconceptualizing educational research in ways that better reflect the society's Kwe´yo`l-majority culture, oral traditions and postcolonial context. The boundaries of educational research are therefore being stretched to incorporate local knowledge and values and multiple modes of meaning-making.
Schools and Departments: School of Education and Social Work > Education
Depositing User: Keith Philip Holmes
Date Deposited: 06 Feb 2012 20:37
Last Modified: 13 Jun 2012 10:44
URI: http://sro.sussex.ac.uk/id/eprint/27046
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