Social Reflectivism

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Having established education as one of its cornerstones in Mauritius, curriculum is the instrument for state governance and control in the school system. Educational researchers aim at making the system emerged with pedagogic skills focusing particularly on goals, contents and the outcomes. Initially, curriculum would only refer to scheme of work, textbooks, assessment, resources, and the like. However, over the years my understanding of the term curriculum has changed thoroughly. The idea of a curriculum has been differentiated across a wide range of meanings. One basic view is that curriculum is “what is taught.” A narrow view holds that curriculum is “the body of courses that present knowledge, principles, values, and skills that are the…show more content…
Through the understanding of the nature of the learners and the ways the learners learn, curriculum developers devise and phrase appropriate goals and objectives and make more appropriate choices in curriculum decision-making.
The essence of social constructivism is that education is seen as a way of improving society. The constructivist curriculum lays stress upon social values - in a democratic society, for example: citizenship and socio co-operation. Knowledge is justified in terms of individual social needs, not in terms of customs and cultural heritage.
Social constructivism is a philosophy that emphasizes the addressing of social questions and a quest to create a better society and worldwide democracy. Reconstructionist educators focus on a curriculum that highlights social reform as the aim of education. Paulo Freire’s experiences living in poverty led him to champion education and literacy as the vehicle for social change. In his view, humans must learn to resist oppression and not become its victims, nor oppress others. To do so, dialogue and critical consciousness, the development of awareness to overcome domination and oppression are required. Rather than "teaching as banking," in which the educator deposits information into students' heads, Freire advocates that teaching and learning is a process of inquiry in which the child must invent and reinvent the world. For social constructivists
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In my attempt to upgrade my ideology of teaching, another model was sought; the dynamic model of Decker Walker (1971) and Malcolm Skilbeck (1976). It is also known as the interactive model. Walker and Skilbeck argued that a curriculum model should not be sequential. It should rather be flexible and modifiable. In contrast to the rational model, the dynamic model does not have a clear start and a clear end. In fact, the curriculum developer can start with any curriculum element and proceed in any order. Curriculum developers may move through the various elements of curriculum several times before they reach a consensus for the final
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