Postcolonialism and early childhood education in small island states : international insights

Abstract

Inspired by postcolonial theory, islands studies, and small state studies, this paper reviews some of the impacts of colonialism on early childhood education in small island states. Its arguments are fleshed out from the analysis of responses to an online questionnaire sent out in 2016 and to which replies from 64 respondents were received, with at least one respondent from each of the world’s 27 small island states (with populations of one million or less). The research findings are suggestive of a colonial lingering in early childhood education in these jurisdictions. Manifestations of this include: the use of standard English as the language of instruction; a top-down pedagogy that obliges an early start to schooling; a strong focus on literacy and numeracy in the early years; and restrictions in play-based learning. Being a small island state has its challenges. Findings from this study suggest that: role multiplicity, lack of expertise and training; and scarce resources are impacting on the pedagogy and practices of early childhood education in such countries. Recommendations include: the provision of adequate funding and training; support and mentoring when implementing new early years polices; stronger recognition for both local and global languages; and having early childhood education within the purview of the Ministry responsible for Education to enhance standardisation in this sector.

Imnebbaħ minn tejoriji postkolonjali, millistudju tal-gżejjer u mill-istudju tal-istati żgħar, dan lartiklu jeżamina kif il-kolonjaliżmu ħalla l-impatt tiegħu fuq l-edukazzjoni tas-snin bikrin fi stati żgħar li huma ukoll gżejjer. L-argumenti f’dan l-artiklu oriġinaw minn analiżi li saret fuq it-twegibiet għall-kwestjonarju li sar online, mibgħut lil madwar mitt persuna mis-27 stati żgħar li huma ukoll gżejjer madwar id-dinja (b’popolazzjoni ta’ miljun ċittadin jew inqas). Erba’ u sittin persuna wieġbu dan il-kwestjonarju, b’tal-inqas persuna waħda minn kull stat żgħir li huwa wkoll gżira jew arċipelagu. Ir-riżultati ta’ din ir-riċerka jissuġerixxu legat kolonjali fuq l-edukazzjoni tas-snin bikrin f’dawn il-pajjiżi. Dan id-dell tqil jidher b’mod speċjali: fl-użu tal-Ingliż bħala lingwa tattagħlim; f’l-istil ta’ tagħlim impost minn fuq li jobbliga li tfal minn eta’ żgħira jiġu mħejjija għall-iskola; f’emfasi qawwija fuq il-qari u n-numri fis-snin bikrin; u fi xkiel u ostakli fejn jidħol it-tagħmil permezz tal-logħob. Li tkun stat żgħir u gżira jġib miegħu diversi sfidi. Dan listudju jagħraf kif: ċittadini jkollhom jilbsu iktar minn kappell wieħed fuq il-post tax-xogħol; hemm nuqqas ta’ esperti u taħriġ fil-qasam tas-snin bikrin; u hemm nuqqas ta’ riżorsi meħtieġa li qed iħallu impatt hazin fuq il-pedagoġija u l-prattiċi tal-edukazzjoni tas-snin bikrin f’dawn il-pajjiżi. Rakkomandazzjonijiet li ħargu minn dan l-istudju jinkuldu: proviżjoni ta’ fondi adekwati għat-taħriġ, appoġġ u moniteraġġ tal-għalliema meta jkunu ser jiġu mwettqa politiki ġodda; li sew il-lingwa lokali kif ukoll dik globali tiġi rrispettata u użata fl-anbjenti edukattivi; u li ledukazzjoni tas-snin bikrin tkun taħt l-awspisju talMinisteru responsabbli għall-Edukazzjoni (u mhux, per eżempju, tas-servizzi soċjali) biex b’hekk ikun hemm iktar standardizzar fis-settur.