Connecting literacy to curriculum ideologies

Harb, Majed; Thomure, Hanada Taha

doi:10.1007/s41297-020-00099-0

Cited by 10 publications

(13 citation statements)

References 22 publications

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“…In this case, it enabled the researcher to align the ELT learning outcomes in the current national guideline of Indonesian Islamic higher education curriculum with four categories of Schiro's curriculum ideologies. Additionally, it has been globally recognised and adapted by some scholars (see Alanazi, 2016;Harb & Thomure, 2020;Kasugai, 2020;Mnguni, 2013). Next, it seemingly aligned with the Islamic educational ideology, which focuses on developing not only student's intelligence but also attitudes and values that may positively provide outstanding contributions to social lives (Diktis, 2018).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The KKNI-based ELT curriculum applied in Islamic higher education in Indonesia: Global curriculum ideology perspectives

2022

KJSS

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The study aims at evaluating the alignment between ELT (English Language Teaching) learning outcomes within the current national guidelines of Indonesian Islamic higher education and the global curriculum ideologies proposed by Schiro (2013). The researcher applied a qualitative research design by conducting document analysis. It was found that the three KKNI-based ELT learning outcome classifications greatly align with the global curriculum ideologies proposed by Schiro (2013). In particular, scholar academic ideology deals only with learning outcomes in knowledge mastery, whereas social efficiency ideology addresses two learning outcomes, namely, attitudes and values, and skills. Then, learner centred ideology and social reconstruction ideology refer to all aforementioned learning outcomes. The principal theoretical implication of this study is therefore that the Indonesian Islamic higher education in no way contradicts the ideology of global education. In this case, the KKNI-based ELT learning outcomes structured by Indonesian Islamic higher education greatly align with the global curriculum ideologies proposed by Schiro (2013). Lastly, this study might also suggest the permissibility to adapt various ideologies in developing the curriculum.

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Section: Theoretical Frameworkmentioning

confidence: 99%

The KKNI-based ELT curriculum applied in Islamic higher education in Indonesia: Global curriculum ideology perspectives

2022

KJSS

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“…These just beliefsify and legitimate the status quo and help to deflect potential or attempted critiques or challenges to that status quo". Harb and Thomure (2020) saw curriculum as an ideological act where ideologies in education are belief systems that provide tools that help us determine what and how to teach.…”

Section: Curriculum Ideology Conceptmentioning

confidence: 99%

“…At this point, the role of the teacher is accentuated while the role of the learner as an active participant in the learning process is not heightened. This relates, in part, to the Social Efficacy ideology which aims at changing learners' behaviors; teachers are expected to equip learners with a set of skills that they are expected to use in society (Harb & Thomure, 2020).…”

Section: Theorymentioning

confidence: 99%

The Embedded Ideology in English and History Textbooks at the Public High Schools in Egypt

Soliman

Shaker²

2022

Port Said Journal of Educational Research

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This study is looking at textbooks as an ideological phenomenon. It uses a content analysis combined with a focus on the linguistic features of the English textbooks (ETBs) and History textbooks (TBs) officially approved and published in Egypt for the secondary stage of education. Inferences are drawn about the embedded ideology of the textbooks (TBs) under investigation by focusing on the theme selection by omission or emphasis, the linguistic devices, images, and texts. The effects of the political and socioeconomic change in Egypt on TBs content and design are highlighted and matched against the objectives of teaching both English and History there. The findings of this study show that Neoliberalism dominates the design and content of History textbooks. History textbooks align with the Scholar Academic ideology while English textbooks align with the Social Reconstruction ideology and the Learner Centered ideology. Suggestions and recommendations offered in this study will help textbook (TB) evaluators and teachers develop a method of evaluating the textbook embedded ideology so that their judgments for textbook selection and evaluation can be made on reasonably secure grounds. It guides textbook designers to integrate the Learner-Centered ideologies and the Social Reconstruction ideologies into textbook images, texts, and tasks so that learners will develop both language and identity.

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“…There are at least five kinds of curriculum orientation, namely: academic, cognitive process, social reconstruction, humanistic, and technological. The five things are further simplified into: Academic orientation, social efficacy orientation, learner centered, and social reconstruction (Eren & Çetin, 2019;Harb & Taha Thomure, 2020). The orientation that underlies this paper is social reconstruction or reconstructionism paradigm.…”

Section: Curriculummentioning

confidence: 99%

Creating Future Leader trough Creative Minority Vision on Higher Education (A Case Study on SWCU)

Nugroho¹,

Sariyatun²,

Ediyono³

2021

BIRCI

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Higher Education has a key role in preparing society to entering the era of Society 5.0. Higher education must be able to change the paradigm of society with good ideas and thoughts towards a better social order. Apart from knowledge, higher education must be able to form a generation of change agents in society. This study aims to find out more about the vision of the Satya Wacana Christian University to form a generation of leaders with a “creative minority” spirit. This research is a qualitative research with a case study approach that was held in Satya Wacana Christian University (SWCU). This research concludes that the vision of creative minority is the university's vision to form leaders who drive the nation's development with the following skills and character: Leadership, creative, problem solver, critical mindfulness. This vision is manifested as points in the CPL study program. In addition, this vision is also integrated into the hidden curriculum through the process of: habituation, role models, internalization, and culturalization.

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Connecting literacy to curriculum ideologies

Cited by 10 publications

References 22 publications

The KKNI-based ELT curriculum applied in Islamic higher education in Indonesia: Global curriculum ideology perspectives

The KKNI-based ELT curriculum applied in Islamic higher education in Indonesia: Global curriculum ideology perspectives

The Embedded Ideology in English and History Textbooks at the Public High Schools in Egypt

Creating Future Leader trough Creative Minority Vision on Higher Education (A Case Study on SWCU)

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