Ideological issues in curriculum organization: comparative analysis of Belarussian and Newfoundland educational systems
Contemporary critical theory encounters and radicalizes pedagogy because it encompasses educational and social agendas where questions about justice, race, culture, sex, power, and schooling are jointly discussed. Critical theory may seem like a vague paradigm, but its main body is located in politi...
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| Format: | Thesis |
| Language: | English |
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Memorial University of Newfoundland
2005
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| Online Access: | https://research.library.mun.ca/11404/ https://research.library.mun.ca/11404/1/Shalimo_Daria.pdf |
| Summary: | Contemporary critical theory encounters and radicalizes pedagogy because it encompasses educational and social agendas where questions about justice, race, culture, sex, power, and schooling are jointly discussed. Critical theory may seem like a vague paradigm, but its main body is located in politics - politics which is presented in different aspects. This thesis provides insight into one of the political domains called ideology. It attempts to examine how cultural differences in moral presentation penetrates educational institutions and school curricula, and how power groups support this penetration to keep dominance of one culture over the others. Hence, the inquiry focuses on the investigation of two phenomena - ideology and curriculum. -- Ideology is seen as the body of ideas reflecting social needs and aspirations of an individual, a group, a class, or a culture; and it is a set of doctrines or beliefs that form the basis of a political, economic, or other system. Curriculum, in tum, is viewed as a deeply social term which takes into account social significance of schooling rather than instructional subject-oriented system. Mapping relationship between these two terms, the study chooses critical social methodology as its framework. The use of critical methodology lets this analysis to take apart or deconstruct the abstractions of mentioned terms and to reveal the inner relations between them. To achieve this understanding the study bridges the gap between theory and praxis, history and present, providing the reader with the documents of theoretical background as well as with the documents that have been actively implemented in practice. Primary sources of data which is collected and analyzed in the study comprise of the Newfoundland and Belarussian educational political platforms, more specifically provincial and country's educational legislations, acts, and decrees. Other sources of data, which give the full picture, are Ministerial Statements, Programs of Study, and Curricula. The method of comparative ... |
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