curriculum

CURRICULUM: AN INTEGRATIVE

INTRODUCTIONBY EVELYN J. SOWELL

CH 5 STUDIES OF SOCIETY AND CULTURE

Presented by:Tam Suet YetSantha Devi Arumugam

LITERACY ISSUES FOR THE 21ST CENTURY Society dictates purposes of education for

the school curricula. How do society and culture relate to

curriculum? To what extent can society affect curriculum? How do societal-cultural changes affect

curriculum processes and choices of learning emphases?

WHAT IS LITERACY? Once referred solely to one’s language

abilities. Ability to use one’s native language, closely

related to culture. In the U.S. defined as one’s English language

ability. Other forms of literacy required today due to

economic changes eg cultural, science and information.

TYPES OF LITERACY Language literacy - definition open to interpretation

(Sowell,1996). - if one does not speak English/Malay is

he/she considered illiterate?

Cultural literacy - social groups gather according to language, ethnic background, religion.

- shared beliefs or culture create norms.- subjects like civics and content based

syllabus for language to learn about other cultures, reduce prejudice, foster tolerance and understanding in a multicultural society (CDC).

Science literacy - knowledge of a variety of techniques

for approaching and working on problems

- understanding of scientific-mathematical features of a problem

- ability to work with others on a problem

- ability to cope with real world problem situations

Information literacy - ability to assemble, analyse, interpret and

draw inferences and conclusions about information from a variety of sources (Adams & Bailey, 1993, Lenox & Walker, 1994)

WHO IS RESPONSIBLE FOR LEARNERS’ LITERACY?Initially : Families Schools Religious organisationsNow : Schools play a major role Economic need and changing social

values, busy and absentee parents an accepted phenomena

Social institutions still important

ECONOMY AND THE MALAYSIAN LABOUR MARKET Employment - graduates (high pay for highly eduated,

upward mobility) - non-graduates(working-class status,either

white collar/blue-collar skilled or semi-skilled positions, repetitive tasks, upward mobility limited)

(JobsMalaysia, 2010, Ministry of Human Resources)

EFFECTS OF ECONOMIC CHANGES ON THE WORKFORCE Changes are due to development and

advances in information technology mostly affects unskilled workers, less

manufacturing jobs Loss of jobs Retrenchment Need for spouses to work, take up additional

jobs

Literacy in the workplace -jobs that pay well require special training or education.

Strong relationship between literacy skill and occupation.

SOCIAL INSTITUTIONS : FAMILY, RELIGION AND EDUCATION Family, religion and education - handle concerns and problems related to

physical, emotional and intellectual needs of children & youth.

- influenced by changes in economy - rising standard of living, people aware of

inequalities in living standards (communication)

2 million foreign workers in Malaysia Locals unwilling to work in construction

sites, pumping fuel, cleaning toilets, working in restaurants. Low pay? Demeaning?

Malaysian employers do not want to hire fresh graduates

- poor command of English - unrealistic expectations of salary - poor character, attitude, personality..

- frequent job switching Influence of higher educational institutions - producing graduate manpower, not

nurturing talent and building intellectual capital.

(Tneh, David, 2010, National University of Singapore)

WHAT IS REQUIRED? A more holistic and flexible education system Realising that the co-relation and

interdependence between education, employment and the economy cannot be disregarded, important for the moral and social wellbeing of the people (Tneh, 2010).

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Child care and socialization practices FAMILY-SOCIETY RELATIONSHIPS

• Initially, an economic organization depends on householdie: raising a family, good and production demand

• Transferred to private sector businessIe: taxation

• Parents who work affects children – stress between spouses & stress between children/parents bond

- divorce- remarried families co-exist- violence: child/spouse abuse- grandparents

THE SITUATION IN MALAYSIA

Can the curriculum do something to children who are victims of such circumstances?

Can they still sit for SPM/ PMR/ UPSR?

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ENT2010FAMILY-RELIGION-SCHOOL RELATIONSHIPS• School was at first not compulsory• Up until WW2. religion, school and family are social institutions • Social capital – social networks that display concern for children

ie: volunteer group family members youth group leaders adults religious organizations

• However, at present, adults continue self-pursuits instead of childbearing responsibilities.• Solely left to educators and schooling

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ENT2010DEMOGRAPHIC BACKGROUND OF LEARNERS (MALAYSIA) Population: 25,715,819 (July 2009 est.) Ethnic groups: Malay 53.3%, Chinese

26.0%, Indigenous 11.8%, Indian 7.7%, Others 1.2%

Religions: Islam (60.4%), Buddhism (19.2%), Christianity (9.1%), Hinduism (6.3%), Other/None (5.0%).Languages: Bahasa Melayu (official), Chinese (various dialects), English, Tamil, Indigenous.

(taken from US Department of State.

http://www.state.gov/r/pa/ei/bgn/2777.htm)

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LIVING CONDITIONS Peninsular vs Sabah Sarawak Urban vs Rural Areas Exposure Living means for extra coaching

Tuition Musical/ Art Lessons Games/ Sports Books/ Television Programmes

Malaysia Literacy Rate: 91.9 %

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ENT2010SOCIETY & CULTURE APPLIED IN CURRICULUM PROCESSES All children after 6 should go to school. Educational and curriculum development:

independence to 1990 The National Education System of Malaysia was inherited from the British colonial government. Education Act of 1961 achieving national unity

and development through education Reforming Society – purpose of education

(schools actually shape changes society) Uses societal problems, issues and concerns as

content – set goal for betterment of society

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KBSM + KBSR KBSR -reducing the previously heavily

content-oriented curriculum, to concentrate on the three Rs.

Specifies a child-centered approach-more student participation and focuses on individual differences of students.

Teaching activities are designed to especially encourage participation and verbal communication

Learning is to be gained through a variety of experiences

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ENT2010 KBSM - a continuation of the KBSR Enable them to make choices in selecting

subjects of their interest. KBSM aims to continue providing general

education(taken from Educational development and reformation in Malaysia: past, present and future Rahimah Haji Ahmad Professor and Dean, Faculty of Education, University of Malaya, Malaysia)

Projected roles for classroom users of curricula – interactive methods in delivering the curriculum.

The question is: Our we doing it right?

As we think about….

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ENT2010 Social demands Culture effect Scope and complexity of curriculum Professional development of teachers Effective communication in a classroom Resources – time, people Evaluation – cultivating cognitive

achievement through tests, scales & portfolios

Acknowledge consistency in social & cultural realities

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QUESTIONS????????

The End ……