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ERIC Number: EJ892267
Record Type: Journal
Publication Date: 2010
Pages: 15
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-0022-0272
Conceptualizing "Preoccupation": Evidence from Attention-Seeker Questioning
Kimoga, Joseph
Journal of Curriculum Studies, v42 n4 p503-517 2010
Human beings ought to use critical reflection to define and decide their courses of action. This paper examines the use of attention-seeker questions in the framework of critical pedagogy purposely to study the way some Ugandan teachers are constrained in their practice by their lack of participation in developing the school curriculum. This enables one to explore and discuss curriculum overload, poor resourcing, and imposed curriculum as fundamental issues surrounding curriculum development in Uganda. The major conclusions are centred on putting teachers in charge of the curriculum. This involves making decisions on key issues during its design and its management, as well as training them for a critical approach. It is recommended that policy-makers consider means for encouraging practitioner participation in developing curriculum theory and policy. (Contains 18 notes and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Uganda