Schooling and coloniality : conditions underlying 'extra lessons' in Jamaica

Abstract

Little research has been influenced by postcolonial analysis of educational issues in specific island-state systems. The focus of this article is on the Jamaican education system and its relationship with extra tuition paid for by parents who hope to give their children an educational advantage. This study seeks to address the gaps in the literature by critically positioning an anti-colonial discursive framework to examine the conditions underlying the prevalence of this extra tuition, popularly known as ‘extra lessons’ in Jamaica. The article reports the qualitative data collected from a larger study based on mixed-methods design. The holistic case study describes a rich and contextual macro level system from 3-education regions in the country and a total of 62 participants. The data illustrates a historical pattern of social stratification and the lasting impact of an inherited examination-driven system. Essentially, extra lessons in Jamaica thrive because of two factors: a) unsatisfactory conditions of learning, especially in less-resourced schools; and b) the drive leading parents to provide an advantage for their children even in traditionally elite schools.