Skip to content
Curriculum History Curriculum History
  • Home
  • Pages
    • Project Categories
    • About T.M.C
    • Contact
  • theodore.christou@queensu.ca

Subjects in Trinidad and Tobago’s Educational History

Subjects in Trinidad and Tobago’s Educational History

Carnival and Education in Trinidad and Tobago, 1900-2012

18ke2 • May 19, 2026

Nasha Lutchman, Shivani Maraj, Nadia Lutchman-Pattiea, and Douglas Khan

Read More
Subjects in Trinidad and Tobago’s Educational History

Educational Reform Strategies in Trinidad and Tobago in the Twentieth Century

18ke2 • May 13, 2026

Gail Buckmire-Joseph, Alicia Huggins-Langtan, Jacqueline Smith-Seifert, and Nisha Thomas

Read More
Subjects in Trinidad and Tobago’s Educational History

The Introduction of Health and Family Life Education (H.F.L.E) in Trinidad (1988 – 2006)

18ke2 • May 12, 2026

Candice Ramcharitar, Vishma Sookdeo, Mati Ramnarine, and Sharmilla Heeralal

Read More
Subjects in Trinidad and Tobago’s Educational History

Effects of Societal Pressures on Enrolment in Trinidad and Tobago

BFL • May 12, 2026

Allison Nelson-Ramah, Michael Joseph, and Michelle Wyke-Thomas

Read More

Posts pagination

Previous 1 2

Categories

  • A Curriculum Compendium 18
  • A History of Science Education in New Brunswick, 1901-1990 11
  • A History of Social Studies Education in New Brunswick, 1901-2000 13
  • Assessing Historical Thinking 8
  • Byzantium and Education 45
  • Historical Mindedness Mentorship Project 16
  • History of Ontario Education 16
  • Subjects in Trinidad and Tobago’s Educational History 14
  • Take Action: Citizenship and Social Studies Projects 31

Latest Posts

A Curriculum Compendium

June 26, 2026 by 18ke2

Thinking Historically About Borden and Canada’s Wartime Choices

June 23, 2026 by 18ke2

Unlocking Historical Perspectives

June 23, 2026 by 18ke2

Historical Perspectives in Five Steps

June 23, 2026 by 18ke2

Continuity and Change in CHC2D

June 23, 2026 by 18ke2

Continuity and Change of the Atomic Bomb

June 23, 2026 by 18ke2

Recent Comments

No comments to show.

… We live in a world of ideas, rather than of facts. These ideas are elusive and mutable. They need be approached humbly. Arrogance in pedagogical orientation is dangerous. It limits reflexivity. Educators, who assume to know and venture to teach, do so blindly. Our prior assumptions, unchecked, blind us. Pedagogically, the consequences can be perilous.

 

-T.M.C, ‘Satan or Socrates: The Perils of Excessive Pride in Pedagogy’ (2008, p. 175)

Recent Posts
  • A Curriculum Compendium June 26, 2026
  • Thinking Historically About Borden and Canada’s Wartime Choices June 23, 2026
  • Unlocking Historical Perspectives June 23, 2026
Categories
  • A Curriculum Compendium
  • A History of Science Education in New Brunswick, 1901-1990
  • A History of Social Studies Education in New Brunswick, 1901-2000
  • Assessing Historical Thinking
  • Byzantium and Education
  • Historical Mindedness Mentorship Project
  • History of Ontario Education
  • Subjects in Trinidad and Tobago’s Educational History
  • Take Action: Citizenship and Social Studies Projects
This website features research supported by the Social Sciences and Humanities Research Council of Canada.
  • Home
© 2026 Curriculum History • Writing and reading about teaching and learning
↑