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MANIFESTATIONS OF THE GENDER IDEOLOGY IN THE ZIMBABWEAN SCHOOL CURRICULUM.

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Title: MANIFESTATIONS OF THE GENDER IDEOLOGY IN THE ZIMBABWEAN SCHOOL CURRICULUM.
Authors: Mutekwe, Edmore1 edmorem@uj.ac.za, Mutekwe, Constance2 constancemutekwe@yahoo.com
Source: Journal of Educational & Instructional Studies in the World. Aug2012, Vol. 2 Issue 3, p193-209. 17p.
Subject Terms: *Ideology, *Curriculum, *Psychology of students, Acquisition of data, Patriarchy
Geographic Terms: Zimbabwe
Abstract: In this paper we examined the view that what students learn at school is not simply determined by their individual motivations, psychological make-up, or inherent ability but by a number of ideological controls and constraints. We explored the notion of curriculum ideologies as beliefs about what schools should teach, for what ends, and for what reasons. Through content and discourse analyses as well as focus group and individual phenomenological interviews as instruments for data collection, we navigated the view that curriculum ideologies can be tacit rather than explicit and that in some ways, curricular ideologies derive from what might be regarded as world views. We also contrasted ideologies and theories on the grounds that the former are typically value-laden commitments while the latter (theories in the social sciences) are frequently idealized as merely descriptions of the world rather than an expression of what is to be valued. The study revealed that the most influential curriculum ideologies are not those formally acknowledged and publicly articulated through official documents, but rather those that are subliminally ingested as a part of general or professional enculturation. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational & Instructional Studies in the World is the property of Journal of Educational & Instructional Studies in the World and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: MANIFESTATIONS OF THE GENDER IDEOLOGY IN THE ZIMBABWEAN SCHOOL CURRICULUM.
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  Data: <searchLink fieldCode="AR" term="%22Mutekwe%2C+Edmore%22">Mutekwe, Edmore</searchLink><relatesTo>1</relatesTo><i> edmorem@uj.ac.za</i><br /><searchLink fieldCode="AR" term="%22Mutekwe%2C+Constance%22">Mutekwe, Constance</searchLink><relatesTo>2</relatesTo><i> constancemutekwe@yahoo.com</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+%26+Instructional+Studies+in+the+World%22">Journal of Educational & Instructional Studies in the World</searchLink>. Aug2012, Vol. 2 Issue 3, p193-209. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Ideology%22">Ideology</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br /><searchLink fieldCode="DE" term="%22Acquisition+of+data%22">Acquisition of data</searchLink><br /><searchLink fieldCode="DE" term="%22Patriarchy%22">Patriarchy</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Zimbabwe%22">Zimbabwe</searchLink>
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  Data: In this paper we examined the view that what students learn at school is not simply determined by their individual motivations, psychological make-up, or inherent ability but by a number of ideological controls and constraints. We explored the notion of curriculum ideologies as beliefs about what schools should teach, for what ends, and for what reasons. Through content and discourse analyses as well as focus group and individual phenomenological interviews as instruments for data collection, we navigated the view that curriculum ideologies can be tacit rather than explicit and that in some ways, curricular ideologies derive from what might be regarded as world views. We also contrasted ideologies and theories on the grounds that the former are typically value-laden commitments while the latter (theories in the social sciences) are frequently idealized as merely descriptions of the world rather than an expression of what is to be valued. The study revealed that the most influential curriculum ideologies are not those formally acknowledged and publicly articulated through official documents, but rather those that are subliminally ingested as a part of general or professional enculturation. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Educational & Instructional Studies in the World is the property of Journal of Educational & Instructional Studies in the World and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=83169889
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        Text: English
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        PageCount: 17
        StartPage: 193
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      – SubjectFull: Ideology
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Psychology of students
        Type: general
      – SubjectFull: Acquisition of data
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      – SubjectFull: Patriarchy
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      – SubjectFull: Zimbabwe
        Type: general
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      – TitleFull: MANIFESTATIONS OF THE GENDER IDEOLOGY IN THE ZIMBABWEAN SCHOOL CURRICULUM.
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              Text: Aug2012
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              Y: 2012
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