Using Michael Young's Analysis on Curriculum Studies to Examine the Effects of Neoliberalism on Curricula in Mozambique

Zavale, Nelson Casimiro

doi:10.2304/pfie.2013.11.5.621

Cited by 4 publications

(3 citation statements)

References 10 publications

(16 reference statements)

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“…He states that the 1990s curricula were mainly disciplinary based, insular and rigid, and based on a-social realist epistemology. In contrast, the 2000s pro-liberal curricula are mainly interdisciplinary, hybrid, flexible, centred on practical/professional knowledge or skills, and inspired by a socio-constructivist epistemology and by claims of socio-economic relevance (Zavale, 2013).…”

Section: Discussionmentioning

confidence: 99%

The Methodological Consistency of Master’s of Education Dissertations at Eduardo Mondlane University (2013 - 2018)

Zimbico¹,

Manuel²

2021

IJAHE

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This study examined the methodological consistency of Master of Educationdissertations defended at Eduardo Mondlane University (EMU) from 2013 to2018 using the typology of educational research proposed by Postlethwaite(2005), Norman et al. (2002), and Creswell (2012). The qualitative, comparativestudy employed a grounded theory design. Data were gathered from apurposive sample of 33 dissertations, available on the university’s OpenInstitutional Repository. Coding and anonymous analysis were performedof the dissertations’ title, research methodology, and findings. The findingsreveal that a large number of these dissertations are not methodologicallyconsistent and thus do not lay the foundation for further research and otherinterventions for school improvement. They thus point to the need to improve the quality of supervision and research in postgraduate studies in Education at EMU.Key words: EMU, Master’s dissertations, educational research, methodologicalconsistency, supervision

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Section: Discussionmentioning

confidence: 99%

The Methodological Consistency of Master’s of Education Dissertations at Eduardo Mondlane University (2013 - 2018)

Zimbico¹,

Manuel²

2021

IJAHE

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“…However, the existing curriculum studies in Indonesia paid little attention on the correlation between the government's demands of the students' meta-competence with the studies of LO, especially on the higher education context, let alone the heutagogical learning. A closer look at the curriculum studies in Europe, Africa and Indonesia unveils that in the past decade the curriculum research in these two continents and Indonesia dominantly concentrate on the issues of political influence in the implementation of curriculum, curriculum trends and themes [3,4], and curriculum comparison and changes [5], the alignment of curriculum's plan and nationally recognized competencies [6], curriculum history and its implementation in Indonesia [7]. By this, the study that focuses on investigating LO, in this case based on different approaches --discrete and integrated in Higher Education context--, is exigent.…”

Section: Introductionmentioning

confidence: 99%

The Projection of HOTs level in Learning Outcomes of English Education and English Literature Study Programs

Cassandra¹,

Leiliyanti²

2019

Proceedings of the 3rd Asian Education Symposium (AES 2018)

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The shifting policy in the Presidential Decree No 8/2012 and Ministerial Decree no. 73/2013 regarding the implementation of Indonesian Framework for National Qualification (KKNI) has significant impact on the learning process of two study programs at one of state universities in Jakarta. Whilst English Education Study Program (EESP) and English Literature Study Program (ELSP) both determine their graduates to have B2 level of CEFR, they at the same time deploy different approach to achieve the standard. EESP determines to integrate the four language skills in the curriculum whereas ELSP deploys discrete approach. This paper argues that the implementation of these two different approaches potentially resulted in the different level of students' high order thinking skills (HOTs). This research aims to investigate the mechanism HOTs are represented in the language skills syllabi and measure the level of HOTs in each language skills courses of these two study programs. The data are the current semester lesson plans (RPS) of all language skills courses. They were analyzed based on the instrument designed to measure the level of HOTs by deploying the integration of Bloom Revised Taxonomy, Tuning Guide, KKNI and CEFR. This was conducted by measuring the extent program learning outcome (PLO) achieve HOTs (CEFR B2 Level) and the relevance of course learning outcome (CLO) and program learning outcome (PLO). The finding of this textual analysis demonstrates that whilst EESP and ELSP at the same time claim to deploy different approaches in their curriculum, their RPSs at the same time show the production of curriculum component emulsion as the result of interspersing these two approaches.

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“…Foi declarado 'morto' no início da década de 1990, diretamente associado ao fim da União Soviética e à queda do muro de Berlim, ante a 'vitória' do capitalismo -ainda que, como afirma Gamble (1999, p.128), não raro os movimentos de esquerda no mundo viam a União Soviética não como 'antro do marxismo', mas como oposição geopolítica ao capitalismo. Isto, por exemplo, refletiu-se de forma particular na alteração do enfoque curricular em diversos países que estavam sobre a 'tutela soviética', como Moçambique, que passou de um currículo de alto teor socialista para um currículo neoliberal (Zavale, 2013 10 Do ponto de vista político este ano também é emblemático para o Brasil, em especial pela intensificação dos movimentos de resistência à ditadura militar concomitante à intensificação da repressão estatal e perseguição política -bastando, para isso, lembrar-se da homologação do Ato Institucional número 5, assinado em dezembro (cujos efeitos, na verdade, já se faziam sentir antes mesmo da emissão por Costa e Silva), fazendo 1968 entrar para a história brasileira como o "ano que não terminou" (ver Ventura 1988 (Banfield, 2015, p.145). Ademais, em concordância à falta de medo de ser 'herético', Apple se apropriou de algumas pautas pós-modernas -ainda que fosse bastante crítico ao 'esoterismo pós-modernista' (Carlson & Apple, 2003, p.14), às tendências de reduzir tudo a 'textos' (Apple, 1993).…”

Section: )unclassified

Dois Argumentos Pelo Conhecimento Sobre a Ciência No Ensino De Ciências: Por Uma Contraideologia Do Conflito E Um Metaconhecimento Poderoso

Moreira¹,

Gurgel²

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We present and discuss in this thesis two arguments, based in the works of two leading curriculum theorists, Michael Apple and Michael Young, in defense of knowledge about science in science teaching. After a historical rescue on the recognition of the importance of the history and philosophy of science in science education, we discuss briefly the philosophical criticism over the so-called consensus view of nature of science. We argue that the distance between the debate on the nature of science in science teaching and its mains critics remains far from arguments of social, political and curricular nature, then we stress the need for a explicit political role for the history and philosophy of science in science education. This means take into account broader processes in education, such as the process of commodification of education and science and the waves of ideological valuation and devaluation of science. First, based on critical curriculum theory and in Apple's seminal works and his concept of conflict, we advocate that the tenetstype approach present in the consensus view, by its form, tends to be inviting to standard tests, high-stakes testing, as well to the neoliberal and scientistic-positivist ideologies, inherent in commodification policies. We argue, therefore, that the history of science and the concept of conflict must be understood as a counterideology of conflict against neoliberal and scientistic-positivist ideologies, and their political roles emerge as a resistance to the commodification processes of education. Second, based on Young's recent works and his concept of powerful knowledge, we argue that the content of the consensus view of nature of science is sympathetic to subjectivist visions, resonating with the postmodern epistemic relativism. Thus, our argument is that philosophy of science, guided by a realistic structural social view, should be understood as a powerful metaknowledge, a conceptual proposition based on Young's, against epistemic relativism and localist curricular policies that exclude science. The political nature of our argument is evidenced by the fact that such exclusion violates principles of equity and social justice, translated into the call for minimum guarantee of unrestricted, broad and effective educational access to powerful knowledges. Finally, we discuss tensions between the proposed arguments, as well limitations in our approaches, and point to future developments.

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Using Michael Young's Analysis on Curriculum Studies to Examine the Effects of Neoliberalism on Curricula in Mozambique

Cited by 4 publications

References 10 publications

The Methodological Consistency of Master’s of Education Dissertations at Eduardo Mondlane University (2013 - 2018)

The Methodological Consistency of Master’s of Education Dissertations at Eduardo Mondlane University (2013 - 2018)

The Projection of HOTs level in Learning Outcomes of English Education and English Literature Study Programs

Dois Argumentos Pelo Conhecimento Sobre a Ciência No Ensino De Ciências: Por Uma Contraideologia Do Conflito E Um Metaconhecimento Poderoso

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