ABSTRACT
Grenadians saw the education and upgrading of teachers as an important method of urging along change. Many of the teachers were an enthusiastic part of the revolution. In the 18 months before Freire arrived, they had met in workshops to discuss their role as change agents, and it was in these workshops that they had emphasised the necessity of adopting a work-study concept2 in education. The work-study approach was to counter the dysfunctional educational system left by British colonialism. As in other British colonies, high-status learning in elite schools was theoretical, divorced from practical matters and Anglocentric, while education for the masses was vocational in emphasis, minimalist, and divorced from theory.3 How would teachers reframe education for the new society in a manner that would see practical work informing study and vice versa? The Freire seminar was intended to give them a forum to sort out their many questions and work out a strategy for changing education.
