Using Michael Young's Analysis on Curriculum Studies to Examine the Effects of Neoliberalism on Curricula in Mozambique

Autor/in	Zavale, Nelson Casimiro
Titel	Using Michael Young's Analysis on Curriculum Studies to Examine the Effects of Neoliberalism on Curricula in Mozambique
Quelle	In: Policy Futures in Education, 11 (2013) 5, S.621-636 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.2304/pfie.2013.11.5.621
Schlagwörter	Neoliberalism; Ideology; Curriculum Research; Curriculum Development; Foreign Countries; Secondary School Curriculum; Vocational Education; Educational Change; Educational Policy; Educational Theories; Policy Analysis; Position Papers; Content Analysis; Marxian Analysis; Politics of Education; Mozambique + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Ideologie; Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Development; Curriculumentwicklung; Entwicklung; Ausland; Ausbildung; Berufsbildung; Bildungsreform; Politics of education; Bildungspolitik; Educational theory; Theory of education; Bildungstheorie; Politikfeldanalyse; Positionspapier; Inhaltsanalyse; Marxism; Marxismus; Educational policy; Mosambik
Abstract	In this article, the author seeks to examine the effects of neoliberalism on curricula in Mozambique. Despite the fact that the introduction of neoliberal policies in Mozambique has affected the whole system of education, the focus in this article is only on curriculum reforms in secondary and technical/vocational education. The description and the comparison of the pro-liberal curricula with the 'non-liberal' or "transition-from-socialism-to-neoliberalism" period's curricula enables an insight into the sense of the curriculum policy shift: the ongoing neoliberal policies are tending to shift from the former disciplinary-based curriculums, to interdisciplinary, hybrid, flexible, professional-skills-based curricula, oriented to adjust to market demands. It is argued in this article is that a-social realist, socio-constructivist and social-realist epistemologies and their implications in terms of curriculum policies can be used to critically analyse and understand the curriculum policy shifts in Mozambique, in particular how neoliberalism is shaping curricula. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10