Resisting and reproducing colonialism in Jamaican education: A scoping review of curriculum, pedagogy, and policy (1947–2025)

Jamaica’s education system continues to reflect the imprint of colonial rule, as Eurocentric curricula, rigid language hierarchies, and high-stakes testing reproduce inequities despite repeated reforms. Political independence did not dismantle these structures and attempts to democratize access have often been undermined by persistent stratification. At the same time, teachers and policymakers have experimented with reforms aimed at equity, inclusion, and cultural responsiveness. This scoping review synthesizes 45 studies published between 1947 and 2025 to examine how colonial and postcolonial dynamics have shaped Jamaican education across history, policy, and pedagogy. The analysis maps developments in curriculum, language policy, assessment, teacher education, and culturally responsive pedagogy (CRP). Findings demonstrate the endurance of colonial structures in school categorization, curricular content, and testing practices, while initiatives such as the National Standards Curriculum sought, with mixed results, to redress inequities. Teachers often resist systemic constraints through CRP, such as affirming Jamaican Creole and integrating local knowledge, though institutional supports remain limited. Evidence on CRP in Jamaica is still emerging, highlighting both its promise and challenges of contextual adaptation. This review contributes an integrated map of almost eight decades of scholarship, situating Jamaican education within postcolonial critique and identifying priorities for policy, practice, and research.