Suppose we get the chance to bring about educational reform in Sudan, what would you suggest to be the function(s) of the curriculum?
Some ideas of possible functions are extracted* from an article by Sondra Hale (in Cultural Dynamics, 2009) that could trigger our own thoughts, which this post wishes to bring together.
Thank you for passing by and dropping your ideas on this issue.
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*Possible functions of the curriculum (some are overlapping as the author pointed out in her article):
1. To mold citizens (this could be the "feminist citizen," the “Muslim citizen,” “the liberal capitalist citizen,” etc.);
2. To build the nation (perhaps, even, by participating in a struggle);
3. To serve a movement (for example, Women’s Studies in the U.S. was supposed to be the academic arm of the women's movement);
4. To intervene in knowledge production;
5. To forge links with the community/polity;
6. To serve the community;
7. To dialogue within the international marketplace of ideas, i.e., engage in international debates;
8. To respond to the needs and demands of the institution where one is housed (e.g., filling a gap, fulfilling general education or diversity requirements, etc.);
9. To respond to students' expressed needs and desires (e.g., for jobs, to prepare for graduate school, to prepare them for politics, etc.);
10. To produce people who are, and ideas which are, counter-hegemonic to the state or empire; in other words, to subvert the hierarchies of class, gender, race, nationality, region, and sexuality.
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Some ideas of possible functions are extracted* from an article by Sondra Hale (in Cultural Dynamics, 2009) that could trigger our own thoughts, which this post wishes to bring together.
Thank you for passing by and dropping your ideas on this issue.
---------
*Possible functions of the curriculum (some are overlapping as the author pointed out in her article):
1. To mold citizens (this could be the "feminist citizen," the “Muslim citizen,” “the liberal capitalist citizen,” etc.);
2. To build the nation (perhaps, even, by participating in a struggle);
3. To serve a movement (for example, Women’s Studies in the U.S. was supposed to be the academic arm of the women's movement);
4. To intervene in knowledge production;
5. To forge links with the community/polity;
6. To serve the community;
7. To dialogue within the international marketplace of ideas, i.e., engage in international debates;
8. To respond to the needs and demands of the institution where one is housed (e.g., filling a gap, fulfilling general education or diversity requirements, etc.);
9. To respond to students' expressed needs and desires (e.g., for jobs, to prepare for graduate school, to prepare them for politics, etc.);
10. To produce people who are, and ideas which are, counter-hegemonic to the state or empire; in other words, to subvert the hierarchies of class, gender, race, nationality, region, and sexuality.
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