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Jordan’s primary curriculum and its propensity for student-centred teaching and learning
journal contribution
posted on 2023-06-09, 06:58 authored by Taline Sabella, Barbara CrossouardBarbara CrossouardThis article examines the Jordanian lower-primary national curriculum and its propensity for student-centred teaching and learning. It draws upon Basil Bernstein’s sociological theory of pedagogic codes to analyse the curriculum model and the advocated pedagogical approach within official curriculum documents, textbooks and teacher guides. Although the research conducted confirms the aspirations of the national curriculum for the adoption of student-centred pedagogies, analysis of the selected texts reveals mixed messages where in some areas the curriculum exemplifies an integrated code and in others a collection code. The messages about classroom framing are also found to be contradictory. The paper argues that if Jordan is to fulfil its stated aspirations to embrace more progressive pedagogies, a full review of the curriculum is needed to ensure its classification and framing cohere better with a student-centred approach.
History
Publication status
- Published
File Version
- Accepted version
Journal
Compare: A Journal of Comparative and International EducationISSN
0305-7925Publisher
Taylor & FrancisExternal DOI
Issue
5Volume
48Page range
717-732Department affiliated with
- Education Publications
Full text available
- Yes
Peer reviewed?
- Yes
Legacy Posted Date
2017-07-04First Open Access (FOA) Date
2018-12-30First Compliant Deposit (FCD) Date
2017-07-04Usage metrics
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