Towards a Postcolonial Curriculum in Zimbabwe: A Critical Review of the Literature

Autor/inn/en	Sibanda, Lovemore; Young, Jemimah
Titel	Towards a Postcolonial Curriculum in Zimbabwe: A Critical Review of the Literature
Quelle	In: Africa Education Review, 17 (2020) 2, S.50-72 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sibanda, Lovemore) ORCID (Young, Jemimah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2018.1507622
Schlagwörter	Postcolonialism; Curriculum Implementation; Instructional Effectiveness; Foreign Policy; Student Needs; Foreign Countries; Curriculum Development; Barriers; Educational Change; Databases; Teaching Methods; Research Reports; Classroom Techniques; Student Evaluation; Cultural Awareness; Social Change; Zimbabwe + Suchen Sie Ihr Suchwort? Post colonialism; Postkolonialismus; Unterrichtserfolg; Außenpolitik; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Datenbank; Teaching method; Lehrmethode; Unterrichtsmethode; Research report; Forschungsbericht; Klassenführung; Schulnote; Studentische Bewertung; Cultural identity; Kulturelle Identität; Sozialer Wandel; Simbabwe
Abstract	The purpose of the study reported on was to explore the empirical literature related to the implementation and effectiveness of a postcolonial curriculum in Zimbabwe. A systematic review of the literature utilised an inductive analytical approach to characterise the results of previous empirical studies to proffer research-based conclusions and recommendations for the reimagination of a postcolonial curriculum from a Zimbabwean context. The results provided insights concerning enduring elements of colonialism that are present in a postcolonial curriculum. The chosen research approach focuses attention on Zimbabwean concerns, but calls attention to many challenges germane to postcolonial curricula across Africa. Thus, the study included implications regarding the development of an authentic postcolonial curriculum that is inclusive, reflective, and representative of the students' needs. The study will contribute to the literature on postcolonial education as it further explored the nuanced implementations and conceptualisations present in the academic community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01