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Title
State and curriculum in the transition to socialism: the Zimbabwean experience |
Full text
http://hdl.handle.net/2263/161 |
Date
1991 |
Author(s)
Jansen, Jonathan D. |
Contributor(s)
jonathan.jansen@up.ac.za |
Abstract
Uses a case study of curriculum innovation in Zimbabwe to assess existing explanations of why colonial curriculum content persists in many postcolonial states despite radical policy efforts. Argues for the primacy of conflict, history, and politics as determinants of school curriculum in Third World transition states. |
Subject(s)
Curriculum development; Educational change; Government role; Politics of education; Educational policy; Developing countries; Conflict; Social change; Cultural differences |
Language
en |
Publisher
The University of Chicago Press |
Type of publication
Article |
Format
1904124 bytes; application/pdf |
Rights
Please refer to Sherpa policies http://www.sherpa.ac.uk/romeo.php |
Identifier
Jansen, J 1991, 'The state and curriculum in the transition to socialism: the Zimbabwean experience', Comparative Education Review, vol. 35, issue 1, pp. 76-91. [http://www.journals.uchicago.edu/CER/home.html] |
Repository
Pretoria - University of Pretoria, Theses and Dissertations
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Added to C-A: 2009-12-16;15:02:36 |
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