Redefining Gender and Politics in the Caribbean: An Epistemological Feminist Perspective Investigating the Impact of Experiential Learning on the Political Leadership of Caribbean Women

This study aimed to explore the pathways of political leadership among Caribbean women, focusing on their informal learning experiences through critical reflection. It aimed to identify the workplace learning experiences of women parliamentarians in the region, guided by the following research questions: (1) What common critical experiences inform the political careers of Caribbean women politicians? (Desired population: elected member of parliament); (2) What forms of informal learning did women parliamentarians in the Bahamas and Guyana undergo to achieve success?; and (3) What are the cultural nuances that helped to progress or hinder the political leadership development of women parliamentarians in the region? (Emphasis on colonialism and the patriarchy.) The research methodology was qualitative, employing a purposeful sampling strategy to select seven elected woman parliamentarians and one appointed woman parliamentarian for historical context. Their ages ranged from 30 to 80, with all but one holding elected parliamentary positions. The study's data were gathered through in-depth interviews with semi-structured questions, document analysis, and researcher's observations, employing a multiple case narrative analysis approach (Shkedi, 2005). This analysis illuminated three critical themes related to the informal learning experiences of these women parliamentarians in the Caribbean. The findings highlighted: (1) The significance of sponsorship and endorsement for women parliamentarians in the region; (2) The impact of cultural expectations on the practices of these women; and (3) The distinct challenges they face, including biases from all sides, internal political conflicts, and a metaphorical ceiling that hinders their progression. From its analysis, the study concluded that female parliamentarians in the Caribbean are unified by shared values and sacrifices that stem from a distinctly Caribbean cultural philosophy. It also emphasized the critical need for a Caribbean feminist political consciousness to tackle gender biases, opposition, resistance, and the complex political landscape. By weaving together Kolb's experiential learning theory and Marsick and Watkins' theory of informal learning with Caribbean feminist thought, this study proposes a comprehensive framework to understand adult learning within the Caribbean's unique cultural and gendered contexts. This integrated approach acknowledges the profound influence of the learning environment, advocating for an inclusive, reflective, and transformative learning journey. It reveals that for women in this study, navigating a political career in the Caribbean necessitates not just dedication and resilience but a deep understanding of cultural nuances. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]