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    Empowerment Through Curriculum Development PDF

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    nivedhitha
    This document discusses teacher empowerment through involvement in curriculum development. It provides examples of literature titles related to this topic and emphasizes that curriculum development is something done with and through teachers, not to them. The document outlines some of the dangers of not involving teachers in creative curriculum development. It also discusses two approaches to curriculum - the Socratic approach which values active participation and independent decision making, and the scholastic approach which is more top-down. The document explores what empowerment means for teachers in training theologians. Overall, it argues that empowerment involves giving teachers equal power in decision making and allowing them to be autonomous and take responsibility.

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    Empowerment Through Curriculum Development PDF

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    nivedhitha
    389 views19 pages
    This document discusses teacher empowerment through involvement in curriculum development. It provides examples of literature titles related to this topic and emphasizes that curriculum development is something done with and through teachers, not to them. The document outlines some of the dangers of not involving teachers in creative curriculum development. It also discusses two approaches to curriculum - the Socratic approach which values active participation and independent decision making, and the scholastic approach which is more top-down. The document explores what empowerment means for teachers in training theologians. Overall, it argues that empowerment involves giving teachers equal power in decision making and allowing them to be autonomous and take responsibility.

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    This document discusses teacher empowerment through involvement in curriculum development. It provides examples of literature titles related to this topic and emphasizes that curriculum development is something done with and through teachers, not to them. The document outlines some of the dangers of not involving teachers in creative curriculum development. It also discusses two approaches to curriculum - the Socratic approach which values active participation and independent decision making, and the scholastic approach which is more top-down. The document explores what empowerment means for teachers in training theologians. Overall, it argues that empowerment involves giving teachers equal power in decision making and allowing them to be autonomous and take responsibility.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    389 views19 pages

    Empowerment Through Curriculum Development PDF

    Uploaded by

    nivedhitha
    This document discusses teacher empowerment through involvement in curriculum development. It provides examples of literature titles related to this topic and emphasizes that curriculum development is something done with and through teachers, not to them. The document outlines some of the dangers of not involving teachers in creative curriculum development. It also discusses two approaches to curriculum - the Socratic approach which values active participation and independent decision making, and the scholastic approach which is more top-down. The document explores what empowerment means for teachers in training theologians. Overall, it argues that empowerment involves giving teachers equal power in decision making and allowing them to be autonomous and take responsibility.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 19

    EMPOWERMENT THROUGH

    CURRICULUM DEVELOPMENT

    Prof Arend E Carl, Vice-Dean (Teaching), Faculty of Education,


    University of Stellenbosch, Cape Town, South Africa (aec2@sun.ac.za)
    Website of US: http//www.sun.ac.za
    EMPOWERMENT: THE
    CONCEPT
    EXAMPLES OF TITLES FROM THE
    LITERATURE ON TEACHER/LECTURER
    INVOLVEMENT IN CURRICULUM
    DEVELOPMENT
     “Teachers as intellectuals: Toward a critical pedagogy
    of learning”
     “Teaching effectiveness and teacher development”
     “A teacher guide to classroom research”
     “Leading schools in times of change”
     “The new meaning of educational change”
     “Dynamic teachers: Leaders of change”
     “Understanding teacher development”
     “Curriculum Leadership”
    EXAMPLES OF TITLES (Continued)
     “Teachers as curriculum planners: Narratives of
    experience”
     “The teacher as expert”
     “Teachers and their workplace: Commitment,
    performance and productivity”
     “Teachers’ work: Individuals, colleagues and
    contexts”
     “Teachers who lead: The rhetoric of reform and the
    realities of practice”
     “Teacher empowerment through curriculum
    development”
    • An analogy with music: “… teachers are in
    charge of live performances and, like
    conductors, they do not usually write the
    scores they interpret. … (T)eachers are like
    conductors, while curriculum developers are
    like composers” (Martin- Kniep en Uhrmacher (1992: 261)
    • Danger of “… separation of conception from
    execution” (Apple (1986:178-179)
    “CURRICULUM
    DEVELOPMENT IS NOT DONE
    SOMETHING TO LECTURERS,
    BUT THROUGH AND WITH
    THEM”(Rees)
    ARE LECTURERS MERE RECEIVERS OR
    CHANGE AGENTS?
    What are the dangers of not being creatively
    involved in curriculum development?
    THE COMPLEX WORLD OF THE
    TEACHER/ LECTURER
    FOUR CRITICAL ELEMENTS
     Strong knowledge base
     Quality controls (assessment and evaluation)
     Resources (salaries, resources, material, etc.)
     Conditions of practice
    SPHERES OF INFLUENCE
     Society
     University
     State
     School
     College of Education
    “In combination with the characteristics of a profession,
    the interaction among the spheres of influence form a
    dynamic, constantly changing supra-system defined
    here as the total context in which teachers (lecturers)
    operate”. (Corrigan & Haberman, 1995)
    BE CONFIDENT TO TAKE RISKS AND
    BECOME INVOLVED
    DO WE WANT TO CONFORM (more of the
    same) OR BECOME INVOLVED
    INDEPENDENTLY IN A CREATIVE WAY?
    SOME PREFER A RIGID CURRICULUM AS IT
    MIGHT PROVIDE SOME SECURITY, WHILST
    OTHERS SEE IT AS AN OBSTACLE TO
    CREATIVITY
    “the ultimate goal of change is when
    people see themselves as shareholders
    with a stake in the success of the system
    as a whole, with the pursuit of meaning as
    the elusive key” (M Fullan. 2001: 11)
    TWO APPROACHES
    SOCRATIC approach:

     Active participation and interaction


     Discoverers of knowledge
     Independent decision making
     Creators of knowledge

    Scholastic approach:

     “Top-down” approach
     Transmission
     Applies exactly as received
     Design is done “elsewhere” and
    teachers must just apply it
    BERNSTEIN’S LEVELS OF
    DISCOURSE
    1. Production of discourse:
    Creation of knowledge in the
    disciplines

    2. Reconceptualization of discourse:
    Giving meaning, e.g. by
    education departments, syllabus
    development

    3. Reproduction of discourse:
    Teachers implement and apply
    pre-conceived ideas
    WHAT DOES
    EMPOWERMENT MEAN
    FOR ME AS A LECTURER
    WHO HAS TO TRAIN
    THEOLOGIANS?
    • ‘Empowerment embodies a notion of power as
    external, power which can be given, which can be
    provided, power as property. Power must be
    something which can be controlled. It implies some
    kind of vision.’ (Gore, 1989:3)
    •… empowerment is to allow participation and give
    equal power in decision-making … especially to
    those who have been kept out. It means giving
    power to the teacher to decide what will be taught
    and how it will be taught. Empowerment has to do
    with things such as sharing of power, the right to
    participate, the right to articulate oneself and be
    heard, equality and accommodation. Empowerment
    is seen as something external to the teacher and
    something that “is given to the teacher” (Singh’s
    2003)
    • ‘... the overcoming of workplace alienation and
    • Empowerment includes empowering strategies that capitalise on
    peoples’ ability to understand their own needs and that build on the
    energy and strengths people have (Sleeter 1991:4)
    • True empowerment leads to a growth in professionalism as
    teachers become involved with and take responsibility for decisions
    taken by them (Melenyzer 1990)
    • … teachers must be allowed to make their own decisions
    (Zeichner 1991:365)
    • .. greater professionalization and it is put most strikingly as
    follows: ‘... the power to exercise one's craft.’ They go further and
    say: ‘It is the extent to which teachers practice autonomous
    behaviour while maintaining collegial interaction, giving attention to
    ... needs, accepting responsibility and accountability, ...
    participating in group problem solving to determine collectively the
    goals and direction of the school.’ (Kavina and Tanaka, 1991:115)
    • “Freedom is not the absence of structure – letting employees go
    off and do whatever they want – but rather a clear structure which
    enables people to work within established boundaries in a creative
    and autonomous way” (RM Kanter)
    ‘Empowerment is that process of development and
    growth through which a person goes which enables
    him/her to take independent decisions and to act
    autonomously and independently with a view to making
    a contribution towards the development of his or her
    particular environment. This process is coupled with the
    development of applicable skills, attitudes and
    knowledge within a positive and democratic climate.
    These persons are therefore regarded as professionals
    in their own right as they are able to make a contribution
    to change through their particular power.’
    (Carl, 2009: 7)

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