Modern Papua New Guinea

By Laura Zimmer-Tamakoshi | Go to book overview

Michael Crossley


IDEOLOGY, CURRICULUM, AND
COMMUNITY
Policy and Practice in Education

IN THIS CHAPTER The development of the school curriculum in Papua New Guinea is examined in the light of two ideological perspectives that have shaped the education system since Western schools were first introduced in the late nineteenth century. The first of these ideological perspectives orientates the curriculum towards the ‘needs’ of the village community and the improvement of rural life. The second perspective focuses more upon education for modern economic development and participation in the cash economy. An understanding of these historical and ideological foundations helps to explain the tensions and controversies that dominate the following analysis of recent curriculum trends and of the policy issues concerning the relevance of schooling in modern Papua New Guinea society. The discussion begins with a brief theoretical consideration of the political and ideological dimensions of curriculum planning and development in the light of recent sociological critiques of the process of curriculum change and of the role played by education in national development.


Curriculum Planning and Development

There is in the field of curriculum planning and development a tendency in much of the literature to portray the task as a rational, 1echnical process in which educational experiences are simply tailored to the emerging skills and intellectual abilities of the learner. This line of

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