Everything in di Dark Muss Come to Light: A Postcolonial Investigation of the Practice of Extra Lessons at the Secondary Level in Jamaica's Education System

Despite the vast research examining the evolution of Caribbean education systems, little is chronologically tied to the postcolonial theoretical perspectives of specific island-state systems, such as the Jamaican education system and its relationship with the underground shadow education system. This dissertation study sought to address the gaps in the literature by critically positioning postcolonial theories in education to examine the macro- and micro-level impacts of extra lessons on secondary education in Jamaica. The following postcolonial theoretical (PCT) tenets in education were contextualized from a review of the literature: (a) PCT in education uses colonial discourse analysis to critically deconstruct and decolonize imperialistic and colonial representations of knowledge throughout history; (b) PCT in education uses an anti-colonial discursive framework to re-position indigenous knowledge in schools, colleges, and universities to challenge hegemonic knowledge; (c) PCT in education involves the "unlearning" of dominant, normative ideologies, the use of self-reflexivity, and deconstruction; and (d) PCT in education calls for critical pedagogical approaches that reject the banking concept of education and introduces inclusive pedagogy to facilitate "the passage from naïve to critical transitivity" (Freire, 1973, p. 32). Specifically, using a transformative mixed-methods design, grounded and informed by a postcolonial theoretical lens, I quantitatively uncovered and then qualitatively highlighted how if at all extra lessons can improve educational outcomes for students at the secondary level in Jamaica. Accordingly, the quantitative data was used to test the hypotheses that the practice of extra lessons in schools is related to student academic achievement and the practice of critical-inclusive pedagogy in extra lessons is related to academic achievement. The two-level hierarchical linear model analysis revealed that hours spent in extra lessons, average household monthly income, and critical-inclusive pedagogical tents were the best predictors for academic achievement. Alternatively, the holistic multi-case study explored how extra-lessons produces increased academic achievement. The data revealed new ways of knowledge construction and critical pedagogical approaches to galvanize systemic change in secondary education. Furthermore, the data showed that extra lessons can improve educational outcomes for students at the secondary level if the conditions for learning are met. This study sets the stage for new forms of knowledge construction and implications for policy change.

From J. Hunnewell with estimate of repairing Massachusetts Hall, [ca. 1790]

In this letter, J. Hunnewell writes President Willard with estimates for a new roof for Massachusetts Hall. Hunnewell enclosed estimated costs from both a carpenter and a mason for slate and composition roofs. Estimates include supply and labor costs.

Justice of the peace docket books, 1769-1808

A collection of notebooks in which Hubbard recorded both legal and personal transactions in detail, including: writs, arrests, wills, boundary disputes, damages awarded in court cases over which he presided, various payments and expenses, etc. Also included are three notebooks kept by his nephew James Hubbard, who inherited Joshua Hubbard's farm; these primarily record the sale of cider and vinegar from his farm, costs of hired labor, and bank loans.

Notification from William Cutler to the selectmen of Cambridge, Massachusetts, that Dr. Philip Brukowitz and wife were inhabiting his father's house in Cambridge, 1758 April 25

Single page notification addressed to the selectmen of Cambridge, Massachusetts, dated 25 April 1758, in which William Cutler writes that he took into his father’s Cambridge house as tenants Dr. George Philip Brukowitz and his wife, from Woburn, Massachusetts. After the Boston smallpox epidemic of 1721, the town of Cambridge enacted a requirement in 1723 that no resident would receive or admit any non-resident family into their homes for the space of a month without informing the town selectmen. The penalty for failing to do so was twenty shillings.

Principles and practice of telephony.

Mode of access: Internet.

The fruit garden : a treatise intended to explain and illustrate the physiology of fruit trees, the theory and practice of all operations connected with the propagation, transplanting, pruning and training of orchard and garden trees ... the laying out and arranging different kinds of orchards and gardens ... : illustrated with upwards of 150 figures ... /

Advertisments on last page.

The theory and practice of tone-relations; an elementary course of harmony with emphasis upon the element of melody

Mode of access: Internet.

The practice of religion

"First printing."

Thar she blows ; an early New Bedford whaling yarn,

Illustrated t.-p. in colors.

Family constellaton; theory and practice of a psychological game.

Includes bibliography.

The international encyclopedia of surgery : a systematic treatise on the theory and practice of surgery /

Mode of access: Internet.

The contentious practice of the High Court of Justice in respect of grants of probates & administrations, with the practice as to motions and summonses in non-contentious business /

Includes index.

Group psychotherapy with children : the theory and practice of play-therapy.

Mode of access: Internet.

The practice of clinical psychology,

"References" at end of most of the chapters.

Annual report of the Massachusetts Highway Commission.

In 2 parts each year, 1905/06-1911/12. Pt. 1. State highways and motor vehicles. Pt. 2. Supervision of telephone and telegraph companies.