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From the post-independence era, one constant in education has been the rhetoric related to education reform in Trinidad and Tobago. While change is widely supported, continuities stemming from as far back as the genesis of the education system endure, generating tensions and conflicts which serve to undermine efforts at reform. Change and continuity though, are nothing out of the ordinary, since social institutions mirror the flux of social life. In this issue, researchers grapple with the long hand of the past in shaping the problematic contexts of education today, and offer a 21st century challenge in deconstructing received paradigms that weaken education reform.