The pedagogy of local intangible cultural heritage transmission in public primary and secondary non-denominational schools in Central Trinidad

How an individual perceives their culture is based on their experiences, learning, judgment and the enlightenment of possible adjustments to changing events. Much of this conceptualisation is often focused on the effects of these perceptions, as taught by the agents of socialisation and received by the members in society. This two-fold (sender-receiver/teacher-student) analysis, gives both the perspectives and techniques of the teacher and those perspectives of the students, in addition to the effects of the message(s) (local intangible cultural heritage) that is transmitted. Thus, this research posits to operationally define intangible cultural heritage and review the relevant literature that pertains to how children learn, present the process and practice of education and how intangible culture heritage is transmitted. This research proposal, also seeks to introduce the research questions, identify research objectives and propose a trans-disciplinary methodological approach to investigate the phenomenon and pedagogy of local intangible cultural heritage transmission in primary and secondary schools and the pedagogies that exist in Central Trinidad.