Plantation Pedagogy originates from an Afro-Caribbean primary school teacher's experience. It
provides a discourse which extends and illuminates the limitations of current neo-liberal and
global rationalizations of the challenges posed to a teacher's practice. Plantation pedagogy is
distinguished from critical pedagogy by its historical presence and its double-faced
manifestations as simultaneously oppressive and subversive. Plantation pedagogy privileges and
relocates educational transformation within the cultural arena so that culture and history
become the vehicles for teaching educational research and social transformation. It returns
the work of education to the community promotes an interconnection among the personal stories
of the teacher the historical narratives and memories of the community of teaching and the
professional advocacy of the teaching community and advances an incomplete decolonization
project of public political education.
