The Status of Literature in Secondary Schools of the O.E.C.S.

1. The Status of Literature in Secondary Schools of the O.E.C.S. Dr. Anthony E. Felicien Dr.Anthony Felicien

2. WHAT KNOWLEDGE IS OF MOST WORTH????? Perennial Curriculum Question Dr.Anthony Felicien

3. Background Dr.Anthony Felicien • Literature compulsory from the 1950’s to 1980’s. Williams (1951) argues that early education in BWI reflected a classical curriculum. Literature highly valued. • Upsurge in Business subjects in the 90’s. • Anecdotal reports – Seeming disaffection towards Literature . Students’ lack of interest in reading fictional literature, poems and plays • Discussions with students/observations of classroom behaviour

4. Problem/Background Dr.Anthony Felicien Attitudes of parents : “You can’t do anything with Literature.” Empirical evidence : CXC statistics

5. Table 1CXC Comparative O.E.C.S. Entries 1995-2005 Dr.Anthony Felicien

6. Why Study Literature??? Dr.Anthony Felicien • To become critical, mature and thoughtful readers. • Literature as individual insight. Literature offers us knowledge of man as a social being, caught up in a complex of social issues and problems. (Deonanan and Deonanan ,1975)

7. Why Study Literature? Dr.Anthony Felicien Hake (2004) laments the American society’s mental poverty and suggests the need to live on a spiritual, intellectual and cultural plain. Arts education needed. Literature novels can be used to teach students comprehension strategies and this is important for their literacy education. (Boyd and Howe, 2006) Vasquez(2004) argues that critical literacy is important as it enables students to look at issues of social justice through a news lens, and students re-examine their lives as well as those of others.

8. AIMSThe Research examined : Dr.Anthony Felicien • The policies, written and unwritten of the Ministries of Education with regard to the role and value of Literature • The value/merit attached to the subject by students, teachers and administrators • Problems teachers encounter teaching Literature

9. AIMS (Continued) Dr.Anthony Felicien • Students’ perceptions of Poetry • How the organizational arrangements and practices of schools relate to the status of Literature (English B)

10. METHODOLOGY Dr.Anthony Felicien Purposeful sampling (Gay and Airasian, 2003) Six (6) countries of the O.E.C.S. : St.LuciaSt.Vincent and the Grenadines St.Kitts/Nevis Grenada Antigua/Barbuda Dominica

11. Methodology Dr.Anthony Felicien Form 3 students (600) – 100 per island 49 teachers/ 25 Principals 25 Secondary schools: Traditional Grammar (10) Comprehensive (6) Newer secondary schools (9)

12. Methodology Dr.Anthony Felicien Data Collection : Questionnaires (Teachers, students) Interviews (Principals, Heads of Curriculum) Document analysis ( Education Sector Plans) Lesson Observation (Observation Checklist)

13. FINDINGS Dr.Anthony Felicien No official policy with regard to the role and value of Literature. Maths and English Language are the only compulsory subjects throughout the region. Most students regard literature as important to them, and they cite educational, aesthetic, personal, job related and teacher related reasons All teachers, Principals and Curriculum Heads have a high value attached to literature.

14. Response to “Literature is important to me” Dr.Anthony Felicien

15. Response to “Literature is important to me” Dr.Anthony Felicien

16. Literature’s Importance Dr.Anthony Felicien “English Literature is very important because in life, we need literacy. Without this subject in life, we cannot be successful. Reading is the key to education, which at this point is very important in our life.” (Student # 103) “ I want to pursue a career in Architecture in my later day. Literature is important because it helps me to think outside of the box, and this will help later when I will create my 3 dimensional drawings.” (Student #583)

17. Students’ Concerns Dr.Anthony Felicien “It is dry. I don’t understand anything because of the way the teacher teaches. She really doesn’t do a good job of it. To me Literature is a free period on the time table because it’s boring and the teacher makes it hard to understand. Maybe if the teacher made the subject more enjoyable, then I would like it better.” (Student #440)

18. Students’ Concerns Dr.Anthony Felicien “I do not feel that literature is important to me – it is very difficult to understand and the field I would like to major in is Engineering. I don’t think that I would need Literature. “ (Student #479) “When the teacher comes in the classroom, she does not say good morning of good afternoon, and she boring. She need to go back to College for more information.” (Student # 290)

19. Difficulties Teachers Encounter Dr.Anthony Felicien

20. Dr.Anthony Felicien One English teacher lamented : “This is a boys’ school and past administrations treated literature as a subject that was done by students who were so weak academically, that no other subject teacher wanted them. In other words, they did the subject where they had no choice.” (Teacher #48)

21. POETRY Dr.Anthony Felicien Most students claim a love for Poetry and cite educational, aesthetic, teaching methodology and personal reasons for their perception of the genre. Poetry is “enjoyable and exciting” (Student # 286) A study of Poetry is beneficial as it “builds character” (Student #498)

22. POETRY Dr.Anthony Felicien Poetry is therapeutic, as it “helps to release anger.”(Student # 318) “I like to figure things out. Sometimes depending on the literary devices used in a poem, it makes you stop and try to understand the deeper meaning. It develops thinking skill. It can stir emotions and develop important messages.” (Student # 104)

23. Administrative arrangements Dr.Anthony Felicien While all 25 Principals attach a very high value to literature, the subject is only compulsory in 2 of the 25 schools used in the sample. Principal #3 Country A : This is the only secondary school on the island which has Literature as a compulsory subject in Form Four. Literature has to be compulsory. Literature is life.

24. Administrative Arrangements Dr.Anthony Felicien In Country C, the Principal made Literature compulsory. This was attacked : “The teachers, especially the Science teachers were not supportive. Parents showed their disapproval by refusing to buy the relevant texts. The teachers feel the important subjects are Science and Information Technology.” (Principal #11)

25. Sample Curriculum(Grammar Type School) Dr.Anthony Felicien Core Subjects Mathematics English Computer Science Core Options Spanish/French

26. Grammar School Dr.Anthony Felicien Biology/Integrated Science/Human and Social Biology Geography/ History/ Social Studies Other Options Option 1 Option 2 Chemistry Physics Principles of Business Principles of Accounts

27. Grammar School Dr.Anthony Felicien Electronics Technical Drawing Information Technology Food & Nutrition Visual Arts Literature Theatre Arts Agricultural Science Physical Education and Home Economics Sports Mechanical Engineering Office Administration

28. Newer Secondary SchoolSchool#17 Country E Dr.Anthony Felicien

29. CONCLUSION Dr.Anthony Felicien Education thrust in the region towards literacy is limited, as literacy is restricted to language. Teachers are in an ideal position to change the reading habits of students using what they already know…popular culture and media. Issue of literacy and reading should not be the domain of the English department alone.

30. Conclusion Dr.Anthony Felicien The notion that “ anyone can teach English” must be challenged. The teaching of Literature in secondary schools needs urgent attention, complete with the monitoring of instruction. Ripple effects of government policy of literacy and numeracy reverberate in the organizational arrangements and practices of schools and in employment.

31. Conclusion Dr.Anthony Felicien The integrated approach to the teaching of Literature, as recommended by CXC must be adopted, so that English A (Language) and B (Literature) are seen as being equally important. Administrative arrangements such as timetabling and subject choices in Form Four do not suggest that Literature is enjoying a high status in secondary schools.

32. References Dr.Anthony Felicien Boyd, F.B. & Howe, R. (2006). Teaching warriors don’t cry with other texts to enhance comprehension. English Journal, 95(3), 61-68. Deonanan, C.R. & Deonanan, V.E. (1975). Curriculum insights and outlines: Learning and teaching English composition and literature. New York: Vantage Press.

33. References Dr.Anthony Felicien Gay, L. R. & Airasian, (2003). Educational research competencies for analysis and applications. New Jersey: Merrill Prentice Hall. Hake, S.R. (2004). Will my family starve if I major in literature? Retrieved April, 10, 2005 from http:// www.plc.edu/academics/liberalarts/Literature/Essay

34. References Dr.Anthony Felicien Vasquez, V.M. (2004). Negotiating critical literacies with young children. New York: Taylor & Francis. Williams, E. (1951). Education in the British West Indies. New York : University Book Shop.

35. Dr.Anthony Felicien