Representation of the Zimbabwean 2015-2022 Social Studies Curriculum: Teachers' Perspectives on Challenges and "Ubuntulising" Curriculum Change and Implementation

Autor/inn/en	Chimbunde, P.; Kgari-Masondo, M. C.
Titel	Representation of the Zimbabwean 2015-2022 Social Studies Curriculum: Teachers' Perspectives on Challenges and "Ubuntulising" Curriculum Change and Implementation
Quelle	In: Perspectives in Education, 38 (2020) 1, S.269-282 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chimbunde, P.) ORCID (Kgari-Masondo, M. C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.18820/2519593X/pie.v38i1.19
Schlagwörter	Social Studies; Barriers; African Culture; Educational Change; Curriculum Development; Teacher Attitudes; Curriculum Implementation; Foreign Countries; Educational Philosophy; Case Studies; Educational Resources; Teacher Education; Public Relations; Work Ethic; Educational Policy; Faculty Development; Principals; Zimbabwe + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Africa; Culture; Afrika; Kultur; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerverhalten; Ausland; Bildungsphilosophie; Erziehungsphilosophie; Case study; Fallstudie; Case Study; Bildungsmittel; Lehrerausbildung; Lehrerbildung; Public relation work; Öffentlichkeitsarbeit; Arbeitsethos; Politics of education; Bildungspolitik; Principal; Schulleiter; Simbabwe
Abstract	The new 2015-2022 Zimbabwean curriculum in which Social Studies is engrained was driven by the need among others to transform the Zimbabweans' demeanour and etiquette by employing "Ubuntu" as its philosophical base. Through the "Ubuntu" lens, this qualitative case study explores how "Ubuntu" values could be applied to mollify challenges of curriculum reform and implementation. We purposively sampled 12 teachers who participated in semistructured interviews, observations and a focus group discussion (FGD) to generate data for this study. The findings established that employing the top-down approach in the dissemination of the Zimbabwean curriculum, devoid of the teachers' consultations and participation, catalyses the manifestation of acerbic and innumerable challenges that included inadequate resources, lack of consultation, lack of training for teachers and poor public relations, which led to poor implementation of the Social Studies curriculum. The study discovered that the basis of "Ubuntu," which the Zimbabwean curriculum claims to hinge on, is merely a paper exercise but practically it is not applied. The study recommends the rekindling of the "Ubuntu" values that capture the traditional African customs, work ethics and beliefs and applies them to curriculum reform and implementation in order to inform educational policy and practice as uncovered from the fieldwork undertaken for this study. This study is a contribution to the current topical issue about decolonisation globally. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01