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iv. Critically analyze educational policies surrounding various contemporary curricularissues in terms of their rationale, processes, successes, and challenges.Course Outline:1. Introduction to the contemporary curricula issues and trends in education2. Contemporary curricula issues and global [MDGs, EFA, etc.]3. Implications of contemporary curricula issues on education and national development(social, economic, and political).4. Using curriculum models as a planning tool in education.5. Values and aims of education in view of the current contemporary curricula issues.6. The concept of whole curriculum and its relevance to the community [creativity inlearning, linking school learning with the community, making connection betweensubjects, etc.]7. Underlying educational policies surrounding contemporary curricular issues.8. Gender, sexuality and the curriculum9. Making use of technology in curriculum delivery10. Contemporary Curricular issues in local educational contexts. Each student will berequired to identify contemporary issues within their own areas of specialization. Thissection is student-led and will involve research and class presentations and discussions.Learning outcomes:By the end of this course, students should be able to:1. Critique identified contemporary curricula issues in education.2. Make informed decisions about curricula issues and offer appropriate advice toeducational planners and managers.3. Critique educational policies particularly those connected to the contemporary curriculaissues in education.4. Become reflective practitioners.Methods of Teaching/Delivery:The delivery of this course will take the form of interactive lectures, group discussions,individual and group projects, presentations and researchMode of Assessment:Course work:The coursework shall carry 40 marks.ExaminationThe written examination be marked out of 60 marks.The pass mark for this course is 60 percent.Reading/Reference Materials:This list is tentative as it will be built up further during the course. You are encouraged to lookfor journal articles especially of case studies to supplement your reading.AAUW. (2009). How schools shortchange girls: three perspectives on curriculum. In D. J.Flinders & S. J. Thornton (Eds.), The curriculum studies reader (Third ed., pp. 214-236).New York: Routledge.22
Bishop, G. (1989). Alternative Strategies for Education. London: Macmillan.Bobbitt, F. (2009). Scientific method in curriculum-making. In D. J. Flinders & S. J. Thornton(Eds.), The curriculum studies reader (Third ed., pp. 15-21). New York: Taylor &Francis.Bourdieu, P. (1999). Principles for reflecting on the curriculum. In B. Moon & P. Murphy (Eds.),Curriculum in context (pp. 245-252). London: Paul Chapman Publishing Ltd.Bruner, J. (1999). Culture, mind, and education. In B. Moon & P. Murphy (Eds.), Curriculum incontext (pp. 148-178). London: Paul Chapman Publishing Ltd.Bruner, J. S. (2009). Man: a course of study. In D. J. Flinders & S. J. Thornton (Eds.), Thecurriculum studies reader (pp. 78-92). New York: Routledge.Hawes, H. (1979). Curriculum and Reality in African Primary Schools. Singapore:Longman.Kliebard, H. M. (2009). The rise of scientific curriculum-making and its aftermath. In D. J.Flinders & S. J. Thornton (Eds.), The curriculum studies reader (Third ed., pp. 52-61).New York: Routledge.Lewis, T. (1999). Valid knowledge and the problem of practical arts curriculum. In B. Moon &P. Murphy (Eds.), Curriculum in context (pp. 130-147). London: Paul ChapmanPublishing Ltd.Mclntosh, P. (2009). Gender perspectives on educating for global citezenship. In D. J. Flinders &S. J. Thornton (Eds.), The curriculum studies reader (Third ed., pp. 385-398). New York:Routledge.Mirembe, R. (2001). Is schooling a risk? Gender, power relations and school culture in Uganda.Dender and Education, 13(4), 401-416.Mirembe, R. (2002). AIDS and democratic education in Uganda. Comparative Education, 38(3),291-302.Mirembe, R. (2006). Gender, AIDS and schooling in Uganda: a curriculum intervention. In F.Leach & C. Mitchell (Eds.), Combanting gender violence in and around schools (pp.217-225). Stroke on trent, UK and Sterling, USA: Trentham Books.Montessori, M. (2009). A critical consideration of the new pedagogy in its relation to modernscience. In D. J. Flinders & S. J. Thornton (Eds.), The curriculum studies reader (Thirded., pp. 22-33). New York: Routledge Taylor & Francis Group.Radnor, H. A. (1994). Across the curriculum. New York: Cassell.Schwab, J. J. (2009). The practical: a language for curriculum. In D. J. Flinders & S. J. Thornton(Eds.), The curriculum studies reader (pp. 123-137). New York: Routledge.Silin, J. (2009). HIV/AIDS education: towards a collaborative curriculum. In D. J. Flinders & S.J. Thornton (Eds.), The curriculum studies reader (Third ed., pp. 245-266). New york:Routledge.Smith, D. G. (2009). Curriculum and Teaching face globalisation. In D. J. Flinders & S. J.Thornton (Eds.), The curriculum studies reader (Third ed., pp. 368-384). New York:Routledge.Thornton, S. J. (2009). Silence on Gays and Lesbians in social Studies curriculum. In D. J.Flinders & S. J. Thornton (Eds.), The curriculum studies reader (Third ed., pp. 362-367).New York: Routledge.23
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