TY  - JOUR
AB  - The article investigates the language and rhetoric used by school inspectors as leverage in determining the direction for professional practice among teachers in colonial Trinidad and Tobago. The approach is ethnohistorical, and the database comprises major evaluation reports of the inspectors in question in respect of one school over a 20‐year period. The research reveals that the rhetoric employed in reporting was a major vehicle in transmitting important messages about professional practice which local teachers could not afford to ignore. The practice adopted imparted distinctiveness to the schooling system at the time, and a significant observation in the process is that the rhetoric used was laced with the language of “performativity” spawned and justified within a technical rationalism constructed and put to work in the colonial period”. Technical rhetoric, the paper argues however, is not the type of medium required to do justice to education, generally recognized as a social practice enterprise.
VL  - 42
IS  - 4
SN  - 0957-8234
DO  - 10.1108/09578230410544080
UR  - https://doi.org/10.1108/09578230410544080
AU  - London Norrel A.
PY  - 2004
Y1  - 2004/01/01
TI  - School inspection, the inspectorate and educational practice in Trinidad and Tobago
T2  - Journal of Educational Administration
PB  - Emerald Group Publishing Limited
SP  - 479
EP  - 502
Y2  - 2024/09/19
ER  -