ABSTRACT

Cuba is well known for its education system, which is ranked as one of the best, if not the best, in the global South. Such an evaluation begs the question what “best” means in an education context. The chapter on Cuba explores educational discourse production 1 in a country which, since the socialist revolution in 1959, has been strongly committed to education, both in terms of budgetary prioritization as well as ideological and epistemological considerations.