However, historians are not by any means neutral in relation to determining facts and sequence in that they must employ theory, implicitly or explicitly, in seeking to interpret the facts and the sequence.
Although I am not trained as a historian, I have loved, respected and read history since school days.
I am not a social scientist, if a first degree in one of the social sciences is the criterion for such a designation. I have come to social psychology at the post-graduate level and particularly in education.
The interest in male marginalisation has not come about through intellectual speculation but in trying to make sense of observations and experiences as a college principal seeking to administer constructively and appropriately.(Best 1968) contrasted the British Northern American colonies from the British West Indian colonies by the distinction that the former were colonies of settlement while the latter were colonies of exploitation.
I will therefore not only repeat the thesis that was put forward in Marginalisation of the Black Male (Miller 19) Jamaican Society and High Schooling (Miller 1990) and Men at Risk (Miller 1991), but also attempt to extend and elaborate on that thesis by including what I have learned over these years.
It is my contention that male marginalisation is not restricted to Jamaica or the Caribbean or any other country or region and not to any one racial group or religion or any type of economy.
This was not to say that there were not British settlers in all colonies.
The distinction was with respect to their modal intention.
While definitions seldom capture the complexity of the phenomena they seek to describe, they are useful in setting the parameters of the discourse and of establishing common meaning between those engaged in dialogue.
Given the widely different approaches that have been adopted towards the conceptualization of both patriarchy and gender, it is necessary to set out as precisely as possible the ways in which these are conceived in this Lecture.