Greener Journal of Educational Research Vol. 3(9), pp. 416-423, November 2013
Manuscript Number: 101713907
The ‘Translation Tool’ for Critical Pedagogic Practice in the Classroom: Reimagining the Potential of Curriculum Theory in Teaching
Department Of Curriculum Studies, Great Zimbabwe University, P. O. Box 1235, Masvingo, Zimbabwe.
Email: nathanmo0707 @ yahoo.com
This paper employs the notion
of curriculum potential as a heuristic to rethink an
in-service Curriculum theory undergraduate course offered at
Great Zimbabwe University in Masvingo, Zimbabwe. The course
foregrounds reconceptualist notions of curriculum theorizing
to empower students to rethink the dominant technicist
pedagogical practices that are associated with the Tylerian
rationale of curriculum development. The argument developed
is that reconceptualist curriculum theorizing can serve as
the translation tool for empowering teachers to engage in
critical pedagogical practice. The medium of secondary
school History is employed as a subject through which to
illustrate the pedagogical opportunities for reframing
subject content in ways that are affirming of the students
lived realities. The paper concludes that engaging
prospective and practicing teachers in the study of
Curriculum has potential to empower them to question the
historical present and their relation to it, and in so
doing, to construct their own understandings of what it
means to teach, to study, to become educated.
Keywords: Curriculum theory; Translation tool, Critical pedagogic practice; Reconceptualization of Curriculum; History teaching; Great Zimbabwe University; Zimbabwe.
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