ABSTRACT
This chapter examines these issues in the context of the evaluation and reconstruction of texts during a revolution. It focuses on the curriculum development that was part of the transformation of education in the Grenada Revolution, and explains how inherited knowledge was critically reworked. The chapter draws on the work of critical educators, notably that of Apple and Giroux, and three domains extrapolated by Luke from their work are used to explain the construction of revolutionary perspectives, the reconstruction of gender, and the reclaiming of language. The construction of a revolutionary educational system consistent with this philosophy required not only the transformation of the inherited system of formal education but also, and equally important, the systematic development of adult education to provide education at all levels for the working people. The chapter considers an exposition of the issues of ideology and content involved in the production of Grenadian texts during the revolution.
