Abstract
This study explores how Jamaican teachers navigate England's educational system using the culturally sensitive liming method. By examining the cultural negotiations of Jamaican educators, this study aims to understand the complexities they face in their transnational teaching journeys.In-depth participant observations and reflexive dialogue were used in the study to explore the multifaceted dimensions of Jamaican teachers' experiences. It analyses their views on cultural adaptation and identity negotiation in educational settings. The research offers a unique perspective by exploring the complexities of their professional and personal lives through the liming method, deeply rooted in Caribbean culture.
The narratives reveal central themes: the relationship between cultural identity and professional practice, the value of supportive communities in overcoming challenges, and the need for inclusive educational environments. The findings shed light on Jamaican teachers' experiences and have broader implications for multicultural education, teacher support initiatives, and diversity policies in education. Ultimately, this study enhances comprehension of the complex dynamics influencing Jamaican teachers' experiences in England and underscores the significance of culturally responsive research methods in capturing the diversity within the global education landscape.
| Date of Award | 31 Oct 2024 |
|---|---|
| Original language | English |
| Awarding Institution |
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| Supervisor | Simon Boxley (Supervisor) & Robert Beckford (Supervisor) |
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