Towards indigenous curricula
In-Progress Reflection No.41 on Current and Critical Issues in Curriculum Learning and Assessment:
By Phillipe Jonnaert, Pascal Ndinga, Moussadak Ettayebi, Abdoulaye Barry, Lori Rabinovitch, Raïssa Malu
Abstract
Based on its coauthors’ experiences and contributions related to educational reform projects, particularly in Sub-Saharan Africa, the current text presents a series of reflections focused on the methodology of curriculum development. The coauthors’ first principle of engagement is their profound conviction that a curriculum must be a product of the locality. With this end in mind, they suggest the levers, situated within the restructuration process, through which an indigenous curriculum can be realized: adopting a critical distance from international models; anchoring the process of curriculum development within national contexts; involving community partners throughout the curriculum development process as a form of learning-in-action; applying local curriculum frameworks; and, using a bank of representative situations. At every stage of curriculum development, including and especially implementation at the school level, the coauthors insist on prioritizing a return to national languages. The conclusion of this text elucidates the tensions and paradoxes with which curriculum reform projects are routinely confronted.
Keywords: Education system, curriculum, holistic curriculum, indigenous curriculum, curriculum restructuration, curriculum reform, curriculum framework, program of study, national languages
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