Representation of the Zimbabwean 2015-2022 Social Studies curriculum: Teachers perspectives about ‘Ubuntulising’ curriculum change and implementation
The New 2015-2022 Zimbabwean curriculum in which Social Studies is engrained was driven by the need among others to transform the Zimbabweans’ demeanour and etiquette by employing Ubuntu as its philosophical base. Through the Ubuntu lens, this qualitative case study explores how Ubuntu values could...
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| Format: | Article |
| Language: | English |
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University of the Free State
2020-06-01
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| Series: | Perspectives in Education |
| Subjects: | |
| Online Access: | http://journals.ufs.ac.za/index.php/pie/article/view/3927 |
| _version_ | 1827320516715741184 |
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| author | Pfuurai Chimbunde Maserole Kgari-Masondo |
| author_facet | Pfuurai Chimbunde Maserole Kgari-Masondo |
| author_sort | Pfuurai Chimbunde |
| collection | DOAJ |
| description |
The New 2015-2022 Zimbabwean curriculum in which Social Studies is engrained was driven by the need among others to transform the Zimbabweans’ demeanour and etiquette by employing Ubuntu as its philosophical base. Through the Ubuntu lens, this qualitative case study explores how Ubuntu values could be applied to mollify challenges of curriculum reform and implementation. 12 purposively sampled teachers participated in semi-structured interviews, observations and Focus Group Discussion (FGD) to generate data for this study. The findings established that the employ of the top-down approach in the dissemination of the Zimbabwean curriculum, devoid of the teachers’ consultations and participation catalyses the manifestation of acerbic and innumerable challenges which included inadequate resources, lack of training for teachers, too much workload and poor public relations which led to poor implementation of the Social Studies curriculum. The study discovered that the basis of Ubuntu which the Zimbabwean curriculum claims to hinge on is just on paper but practically it is not applied. The study recommends the rekindling of the Ubuntu values which capture the traditional African customs, work ethics and beliefs and applies them to curriculum reform and implementation in order to inform educational policy and practice as uncovered from the fieldwork undertaken for this study. This study is the contribution to the current topical issue about decolonisation globally.
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| first_indexed | 2024-03-08T04:42:03Z |
| format | Article |
| id | doaj.art-958bb6f054594da6baedb4abea936527 |
| institution | Directory Open Access Journal |
| issn | 0258-2236 2519-593X |
| language | English |
| last_indexed | 2024-04-25T00:48:39Z |
| publishDate | 2020-06-01 |
| publisher | University of the Free State |
| record_format | Article |
| series | Perspectives in Education |
| spelling | doaj.art-958bb6f054594da6baedb4abea9365272024-03-11T23:06:27ZengUniversity of the Free StatePerspectives in Education0258-22362519-593X2020-06-01381Representation of the Zimbabwean 2015-2022 Social Studies curriculum: Teachers perspectives about ‘Ubuntulising’ curriculum change and implementationPfuurai Chimbunde0https://orcid.org/0000-0002-3423-2163Maserole Kgari-Masondo1https://orcid.org/0000-0002-1850-6363University of KwaZulu-Natal, South AfricaUniversity of KwaZulu-Natal, South Africa The New 2015-2022 Zimbabwean curriculum in which Social Studies is engrained was driven by the need among others to transform the Zimbabweans’ demeanour and etiquette by employing Ubuntu as its philosophical base. Through the Ubuntu lens, this qualitative case study explores how Ubuntu values could be applied to mollify challenges of curriculum reform and implementation. 12 purposively sampled teachers participated in semi-structured interviews, observations and Focus Group Discussion (FGD) to generate data for this study. The findings established that the employ of the top-down approach in the dissemination of the Zimbabwean curriculum, devoid of the teachers’ consultations and participation catalyses the manifestation of acerbic and innumerable challenges which included inadequate resources, lack of training for teachers, too much workload and poor public relations which led to poor implementation of the Social Studies curriculum. The study discovered that the basis of Ubuntu which the Zimbabwean curriculum claims to hinge on is just on paper but practically it is not applied. The study recommends the rekindling of the Ubuntu values which capture the traditional African customs, work ethics and beliefs and applies them to curriculum reform and implementation in order to inform educational policy and practice as uncovered from the fieldwork undertaken for this study. This study is the contribution to the current topical issue about decolonisation globally. http://journals.ufs.ac.za/index.php/pie/article/view/3927UbuntulisingCurriculum implementationChallengesMitigation strategies |
| spellingShingle | Pfuurai Chimbunde Maserole Kgari-Masondo Representation of the Zimbabwean 2015-2022 Social Studies curriculum: Teachers perspectives about ‘Ubuntulising’ curriculum change and implementation Perspectives in Education Ubuntulising Curriculum implementation Challenges Mitigation strategies |
| title | Representation of the Zimbabwean 2015-2022 Social Studies curriculum: Teachers perspectives about ‘Ubuntulising’ curriculum change and implementation |
| title_full | Representation of the Zimbabwean 2015-2022 Social Studies curriculum: Teachers perspectives about ‘Ubuntulising’ curriculum change and implementation |
| title_fullStr | Representation of the Zimbabwean 2015-2022 Social Studies curriculum: Teachers perspectives about ‘Ubuntulising’ curriculum change and implementation |
| title_full_unstemmed | Representation of the Zimbabwean 2015-2022 Social Studies curriculum: Teachers perspectives about ‘Ubuntulising’ curriculum change and implementation |
| title_short | Representation of the Zimbabwean 2015-2022 Social Studies curriculum: Teachers perspectives about ‘Ubuntulising’ curriculum change and implementation |
| title_sort | representation of the zimbabwean 2015 2022 social studies curriculum teachers perspectives about ubuntulising curriculum change and implementation |
| topic | Ubuntulising Curriculum implementation Challenges Mitigation strategies |
| url | http://journals.ufs.ac.za/index.php/pie/article/view/3927 |
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