ABSTRACT
This chapter maps and contextualises the design of tertiary-level pedagogical offerings within museum studies and conservation practices in the Anglophone Caribbean. It reflects on how this pedagogy has been shaped by the emergence of new national and regional priorities in the post-independence era, as well as new perspectives on socially activist institutions, the decolonisation of both academic and museum-based knowledge systems and the construction of interdisciplinary models for museological orientation. It will discuss the development of a pedagogy of museology and curatorship for the Anglophone Caribbean, and preservation and conservation training and practices, critically assessing their efficacy.
