Bermuda middle school teachers of social studies: An analysis of interpretations surrounding education, multiculturalism and pedagogy

This study is an analysis of Bermuda's middle school teachers of social studies and their interpretations surrounding education, multiculturalism and pedagogy. Six participating teachers were interviewed and their classroom practices observed. Using specific methods of participant observation, semi-structured interviewing, and tape recording and transcription, the related data was collected for this research. This study analyzes the semiotics (i.e., signs) used by the participating teachers to make meaning of education, multiculturalism and pedagogy. The data is analyzed through the lens of both critical and Afrocentric methodology and theory. The findings indicate that Bermuda's middle school teachers of social studies use a moral compass to interpret three major realms of focus-education, multiculturalism and their pedagogy. The virtues, rights, concepts of an ethical society, and spirit led them to a purpose of education fitting of their moral compasses. The intricate combination of elements constituting the moral compass of each teacher suggests that the tenets of MAAT are consistently prevalent in their interpretations. MAAT is an ethical code for daily living that has its origin in ancient Kemet (Egypt).