This work draws on a combination of three theories, dependency (economics theory), the inner plantation as a socio-psychological construct, and plantation pedagogy (education theory) to develop its own educational theory called edutocracy, as a partial explanation of the failure of the West Indian education system in Barbados. It employs document analysis as its primary method of data collection and analysis and culminates in the construction of a model of edutocracy. Edutocracy reveals how the current West Indian debate surrounding educational reform of the Secondary School Entrance Exam in Barbados and neighboring islands will, like most previous reforms, net little meaningful change if legislators and educators continue to negate the impact of the socio-historical context on education in this region, specifically the deleterious colonial ideologies which continue to shape education for the Afro-West Indian/Barbadian with the interests of the Euro-American metropole as paramount.