• Bullets and Badges: Understanding the Relationships Between Cultural Commodities and Identity Formation in an Era of Gaza vs. Gully: A Jamaican “Rural” Ethnography

      Keith, Novella Zett; Keith, Novella Zett; Davis, James Earl, 1960-; Jordan, Will J.; Sanford-DeShields, Jayminn (Temple University. Libraries, 2016)
      This ethnographic study examines the relationships between cultural commodities and identity formation in a Jamaican rural locale. This study represents 24 months of participant observation, participant interviews and artifact analysis in St. Thomas, Jamaica. This study provides analytic descriptions of how identity development is experienced by youth in St. Thomas during the era of Gaza vs. Gully. Chapter one outlines the statement of the problem and the research questions. Chapter two frames the literature and theoretical frameworks utilized in the study. The methodology of the study and the case for the utilization of ethnography is explained in Chapter three. The social, cultural, and political context of St. Thomas as well as the Gaza vs. Gully era is discussed in Chapter four along with the introduction of the four main participants of the study. Chapter five utilizes examples and experiences from the lives of the four main participants to analyze the features of identity development in this specific “time and space”. Conclusions about and implications of the data from the participant observation presented will continue to be addressed in Chapter six. The study’s findings should interest anthropologists focused on popular culture, globalization, and development as well as educational researchers who seek to understand the role cultural commodities play in identity formation and the conceptualization of youth cultures.
    • School Leadership Response to External Evaluation: A Case Study of the National Education Inspectorate in Jamaica

      Stull, Judith C., 1944-; DuCette, Joseph P.; Richards, Elizabeth (Temple University. Libraries, 2017)
      The study was conducted using a qualitative case study design. It examined the perceptions and responses of leadership to the National Education Inspectorate (NEI) inspection process in a selected high school in central Jamaica that had been found to be operating at an unsatisfactory level since March, 2011. The assessment was done by collecting data from multiple sources, specifically structured and semi-structured interviews of the leadership of the institution to gain their perspectives, class observations and school documents. In addition, interviews were conducted with other important stakeholders such as parents and students to ascertain their views on the issue being studied. The findings of the study were then used to evaluate the impact of the NEI on the progress of the institution. From the findings, eight recommendations have been made relating to practice, policy and further research.
    • THE PERCEIVED EFFECTIVENESS OF TECHNICAL VOCATIONAL EDUCATION TRAINING (TVET) PRACTICES AT AN URBAN TERTIARY INSTITUTION IN PREPARING THEIR STUDENTS FOR THE ADVANCED WORKPLACE

      Stull, Judith C., 1944-; Davis, James Earl, 1960-; Richards, Elizabeth (Temple University. Libraries, 2019)
      This study will be investigating the perceptions of the implementation and modelling of best practices in technical vocational education and training (TVET) areas of endeavour. Four lecturers from three selected programmes will be investigated see how well they are preparing their students to enter the technically advanced workplace in an urban tertiary TVET institute in Jamaica. It has been reported by employers that graduates’ performance has been unsatisfactory in the sectors which require technically skilled professionals (HEART Trust, 2012). This investigation will incorporate a literature review of the apprenticeship system, and the current occupational training requirements as well consider competency based methods of teaching used in the TVET classroom. This will be in the context of career development theories, and constructivist and social learning theories. A qualitative research design method will be applied, using a case study approach. In addition to data collected from the lecturers, interviews, observation and focus group discussions with three groups of 15 students will also be collected. Additionally, the Director/ Principal of the Vocational Development Training Institute (VDTI) will be interviewed. Finally, a stakeholders’ report based on employee attitudes in various industries will be used to attain their perspectives on the preparedness of the TVET graduates for the workplace. The results and recommendations will be used to evaluate the best practices of the TVET lecturers.
    • Translation as a Cultural Act: An Africological Analysis of Medew Netcher from a Jamaican Perspective

      Mazama, Ama, 1961-; Asante, Molefi Kete, 1942-; Nehusi, Kimani S. K.; Farquharson, Joseph T. (Temple University. Libraries, 2021)
      This study provides a foundational framework for Afrocentric translation. Afrocentric translation in which Afrikan languages and their Pan-Afrikan cultural context, transgenerationally and transcontinentally, are central in the interpretation of Afrikan texts (written or oral) and, thus, ensuring that Afrikan people are the subjects in the episteme of the translation process. The two languages of focus in this study are Medew Netcher, the Kemetic language, and the Jamaican language. The basic grammatical features of Medew Netcher will be explained from an Afrocentric perspective through Jamaican translations. More specifically, the analysis shows that the equational juxtaposition system reflects the Afrikan notion of ontological unity, the verbal paradigm is reflective of the Afrikan notion of time, and it also shows how Afrikan existential concepts of existence and knowledge manifest in the grammar of Medew Netcher and Jamaican. In addition, this study includes the first translation of a Kemetic text in an Ebonics language as an exemplar for large-scale Afrocentric translation of a text. Overall, this study provides a foundational framework for the Africological study of Afrikan language.
    • Warriors and Prophets of Livity: Samson and Moses as Moral Exemplars in Rastafari

      Rey, Terry; Alpert, Rebecca T. (Rebecca Trachtenberg), 1950-; Schipper, Jeremy; Shellhorse, Adam Joseph (Temple University. Libraries, 2016)
      Since the early 1970’s, Rastafari has enjoyed public notoriety disproportionate to the movement’s size and humble origins in the slums of Kingston, Jamaica roughly forty years earlier. Yet, though numerous academics study Rastafari, a certain lacuna exists in contemporary scholarship in regards to the movement’s scriptural basis. By interrogating Rastafari’s recovery of the Hebrew Bible from colonial powers and Rastas’ adoption of an Israelite identity, this dissertation illuminates the biblical foundation of Rastafari ethics and symbolic registry. An analysis of the body of scholarship on Rastafari, as well as of the reggae canon, reveals the centrality of an Israelite identity for Rastas and its enabling of Rastafari resistance to racial oppression. Furthermore, the Hebrew Bible is, for Rastas, key to an intimate relationship with Jah, for it reveals their chosenness and their inherent divine nature. They both textually confirm this election and enact it through ritual practice. By interrogating the methods Rastas apply to the pages of the Bible in order to ascertain their appointment and decipher proper ritual practice, this dissertation expands scholarly conversations about Rastafari biblical hermeneutics. Centering on readings of Samson and Moses, it suggests that these two biblical actors function as moral exemplars and models of livity for Rastas. Despite the transgressive nature of Samson and Moses, Rastas adopt them as co-practitioners and paradigms of Rastafari election because when Samson and Moses are Rastas, all Rastas can claim their chosenness, strength, and relationship with Jah.