UNDERSTANDING OUR PAST IN THE SCHOOL EXPERIENCE (II)

UNDERSTANDING OUR PAST IN THE SCHOOL EXPERIENCE (II)

This second and last part of the article UNDERSTANDING OUR PAST IN THE SCHOOL EXPERIENCE describes in detail the curriculum and the general routine of instruction that the English Schools (as they were known in Costa Rica) practiced. The purpose of the study was to develop an historical portraya...

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Main Author: Castillo Serrano, Deyanira
Format: Online
Language:spa
Published: Universidad de Costa Rica 2011
Online Access:https://revistas.ucr.ac.cr/index.php/intersedes/article/view/860
id INTERSEDES860
record_format ojs
spelling INTERSEDES8602019-07-03T16:58:53Z UNDERSTANDING OUR PAST IN THE SCHOOL EXPERIENCE (II) Castillo Serrano, Deyanira This second and last part of the article UNDERSTANDING OUR PAST IN THE SCHOOL EXPERIENCE describes in detail the curriculum and the general routine of instruction that the English Schools (as they were known in Costa Rica) practiced. The purpose of the study was to develop an historical portrayal of schools for Afro- Caribbean people in Costa Rica during the first half of the 1900s. The focus of the articles is based on an oral history investigation that evolves around four key questions: 1) what were the schools of the Afro-Caribbean people in Costa Rica like during the 1934-48s? 2) How were they started? 3) What curriculum was taught in those schools? How was it taught? The selected site for the study was Limon, Costa Rica. This city has been the place of arrival and dwelling of most of the country’s Afro-Caribbean people since 1872. The qualitative methods used provided evidence to answer the research questions. The interviews followed the guidelines of oral history inquiry (i.e., with consent and agreement forms presigned). The data collected revealed that the English Schools were supported by different church denominations, the railroad company, the United Fruit Company, and the Universal Negro Improvement Association. The curriculum and instruction used permitted to find similarities between the English Schools and the primary schools designed for the British colonies, particularly Jamaica. Universidad de Costa Rica 2011-07-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Article Artículo application/pdf https://revistas.ucr.ac.cr/index.php/intersedes/article/view/860 InterSedes; Vol. 3 No. 5 (2002) InterSedes; Vol. 3 Núm. 5 (2002) InterSedes; v. 3 n. 5 (2002) Intersedes; Vol. 3 N.º 5 (2002) 2215-2458 1409-4746 spa https://revistas.ucr.ac.cr/index.php/intersedes/article/view/860/921 10.15517/isucr.v3i5.860.g921
institution Universidad de Costa Rica
collection InterSedes
language spa
format Online
author Castillo Serrano, Deyanira
spellingShingle Castillo Serrano, Deyanira
UNDERSTANDING OUR PAST IN THE SCHOOL EXPERIENCE (II)
author_facet Castillo Serrano, Deyanira
author_sort Castillo Serrano, Deyanira
description This second and last part of the article UNDERSTANDING OUR PAST IN THE SCHOOL EXPERIENCE describes in detail the curriculum and the general routine of instruction that the English Schools (as they were known in Costa Rica) practiced. The purpose of the study was to develop an historical portrayal of schools for Afro- Caribbean people in Costa Rica during the first half of the 1900s. The focus of the articles is based on an oral history investigation that evolves around four key questions: 1) what were the schools of the Afro-Caribbean people in Costa Rica like during the 1934-48s? 2) How were they started? 3) What curriculum was taught in those schools? How was it taught? The selected site for the study was Limon, Costa Rica. This city has been the place of arrival and dwelling of most of the country’s Afro-Caribbean people since 1872. The qualitative methods used provided evidence to answer the research questions. The interviews followed the guidelines of oral history inquiry (i.e., with consent and agreement forms presigned). The data collected revealed that the English Schools were supported by different church denominations, the railroad company, the United Fruit Company, and the Universal Negro Improvement Association. The curriculum and instruction used permitted to find similarities between the English Schools and the primary schools designed for the British colonies, particularly Jamaica.
title UNDERSTANDING OUR PAST IN THE SCHOOL EXPERIENCE (II)
title_short UNDERSTANDING OUR PAST IN THE SCHOOL EXPERIENCE (II)
title_full UNDERSTANDING OUR PAST IN THE SCHOOL EXPERIENCE (II)
title_fullStr UNDERSTANDING OUR PAST IN THE SCHOOL EXPERIENCE (II)
title_full_unstemmed UNDERSTANDING OUR PAST IN THE SCHOOL EXPERIENCE (II)
title_sort understanding our past in the school experience (ii)
publisher Universidad de Costa Rica
publishDate 2011
url https://revistas.ucr.ac.cr/index.php/intersedes/article/view/860
work_keys_str_mv AT castilloserranodeyanira understandingourpastintheschoolexperienceii
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