Reclaiming the Curriculum

Theorising Alternative Pathways for Curriculum Theorising in Africa

“…Before articulating new or alternative approaches to theorising curriculum on the African continent, it is critical to first of all articulate the existence approaches, explain why these are not sufficient or succinct enough to theorise the African curriculum landscape and why alternative pathways are needed before articulating such pathways. Three key approaches have dominated the African curriculum theorising landscape, and they are, substantive theorising, structural theorising, and generic theorising (Tan, Ponnusamy, & Quek, 2017;Huenecke, 1982).…”

“…The ultimate in this interrelationship is considered to be the student and his or her abilities and habits of learning. Under such circumstances, the teacher is considered to be the one capable of making the best decisions as far as the learning of the student is concerned (Tan et al, 2017). The student who is the epicenter of this approach to theorising is also seen has having the power to choose from amongst the choices presented to him or her by the teacher and other stake holders dealing with the curriculum.…”

“…However, the challenge with generic theorising in Africa is the destruction of boundaries. The complete opening up of the field of curriculum is what has resulted in the need to reclaim the curriculum (Tan et al, 2017). Fomunyam (2014) argues that the field has been overshadowed by every scholar who believes that they can tell the man of the curriculum how to go about his business.…”