Curriculum Development and Education Officers in/about Culturally Responsive Pedagogy

The Batuk Pub Date : 2019-01-31 DOI:10.3126/batuk.v5i1.27953
S. Gautam, G. Saroj
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引用次数: 1

Abstract

This paper tries to excavate the perceptions, experiences and non/cooperation of curriculum development officers and district education officers in culturally non/responsive pedagogical approaches of private schools in Nepal. This paper tries to decontextualize and culturally non responsive education cannot address the pedagogical and socio cultural requirements of the learners and multicultural societies. This research is oriented to fundamental traits of interpretivism, criticalism and postmodernism so that the varying and complicated features of culture and culturally responsive pedagogy would be met. Therefore, it would be a heuristics of multi-paradigmatic research. In this paper I have explored the views, experiences and perceptions of responsible government officials working in curriculum designing and implementation in making our educational endeavors culturally responsive. I have tried to delve into 'world of duty' to reveal how result oriented they are. Shifting of responsibilities and lack of professionalism has been found to be the major stumbling blocks.
文化响应教学法的课程发展和教育官员
本文试图挖掘尼泊尔私立学校课程开发官员和地区教育官员在文化非响应性教学方法中的看法、经验和不合作。非文化响应性教育不能满足学习者和多元文化社会的教学和社会文化需求。本研究以解释主义、批判主义和后现代主义的基本特征为导向,以适应文化的多样性和复杂性以及文化回应教学法。因此,这将是一个多范式研究的启发式。在本文中,我探讨了负责任的政府官员在课程设计和实施方面的观点、经验和看法,以使我们的教育工作具有文化响应性。我试图深入研究“责任世界”,以揭示它们是如何以结果为导向的。人们发现,责任转移和缺乏专业精神是主要的障碍。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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