Curriculum development in an urban refugee centre in South Africa.

DSpace/Manakin Repository

Show simple item record

dc.contributor.author Pausigere, Peter
dc.date.accessioned 2010-11-12T09:50:19Z
dc.date.available 2010-11-12T09:50:19Z
dc.date.issued 2010-11-12
dc.identifier.uri http://hdl.handle.net/10539/8871
dc.description.abstract The Zimbabwean refugees sheltered at Holy Cross Church* in central Johannesburg have taken the initiative to develop their own curriculum. There have been many orientations to curriculum development with current reconceptualisations emphasising practical and descriptive curriculum development approaches. This research is framed specifically by Walker’s naturalistic curriculum development model, the community-based approach to education development, literature on refugee education and generally by broader theories of curriculum. The study employed the ethnographic research method and gathered data through non-participant observation, interviews and document analysis. Taking a wider approach to curriculum development and in the context of displaced people, the research redefined the term curriculum developer to mean ordinary people and refugees in their communal social setting. This study provides an analysis and description of how the refugees successfully initiated and developed effective learning and training programmes which resulted in the establishment of a school, early childhood, adult-education and vocational training centres. The refugee meetings and school council deliberation forums guided by common values and political, social and economic factors made practically defensible, education and training resolutions on language, school policies, curriculum options, pedagogy, knowledge and certification issues. On the forms of refugee-emergency education, the refugee school curriculum followed that of the country of origin, with some minor modifications thereby preparing learners for return to their country. The training programmes utilised a slightly adjusted curriculum of the host country in synergies with local private colleges and prepared the refugees to integrate into the host country’s economic communities. To improve the quality of education and training at Holy Cross there is need for intervention from government and international humanitarian organisations. In addition to the academic curriculum, subjects with a social reconstructionist ideology, double-shift schooling and democratic teaching and learning approaches must be introduced as well as awarding refugees with regionally recognised training certificates. en_US
dc.language.iso en en_US
dc.subject Refugee education en_US
dc.subject Emergency education en_US
dc.subject Refugees en_US
dc.subject Community-based approach en_US
dc.subject Naturalistic approach en_US
dc.subject Curriculum development en_US
dc.subject Deliberation en_US
dc.subject Values en_US
dc.subject Beliefs en_US
dc.title Curriculum development in an urban refugee centre in South Africa. en_US
dc.type Thesis en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search WIReDSpace


Advanced Search

Browse

My Account

Statistics