Curriculum development in an urban refugee centre in South Africa.

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dc.contributor.authorPausigere, Peter
dc.date.accessioned2010-11-12T09:50:19Z
dc.date.available2010-11-12T09:50:19Z
dc.date.issued2010-11-12
dc.description.abstractThe 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.identifier.urihttp://hdl.handle.net/10539/8871
dc.language.isoenen_US
dc.subjectRefugee educationen_US
dc.subjectEmergency educationen_US
dc.subjectRefugeesen_US
dc.subjectCommunity-based approachen_US
dc.subjectNaturalistic approachen_US
dc.subjectCurriculum developmenten_US
dc.subjectDeliberationen_US
dc.subjectValuesen_US
dc.subjectBeliefsen_US
dc.titleCurriculum development in an urban refugee centre in South Africa.en_US
dc.typeThesisen_US
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