Theory of Enactment Strategies as a Way forward in Enacting a French Integrated Curriculum in Lesotho

Makhulu A. Makumane

Jump to Content

Chapter 15 Theory of Enactment Strategies as a Way forward in Enacting a French Integrated Curriculum in Lesotho

于Curriculum Theory, Curriculum Theorising, and the Theoriser

著者：

Makhulu A. Makumane

Makhulu A. Makumane
Search for other papers by Makhulu A. Makumane in
Current site
Google Scholar
PubMed

类型:: 章节

Page Range:: 295–319

DOI:: https://doi.org/10.1163/9789004447943_016

Purchase instant access (PDF download and unlimited online access):

€42.00€35.00 excl. VAT

Add to Cart

找回访问令牌

Abstract

Over the years, curriculum development/design has been underpinned by differing approaches, notably technical, communicative, and critical. These approaches, which determine how knowledge and learning experiences are organised, have a bearing on the enactment stage of the curriculum, as they require various strategies to be applied by educators during practice. The French integrated curriculum in Lesotho is said to have adopted the communicative approach to curriculum design. However, the actual characteristics displayed in the curriculum depict the technical approach pattern, influenced by international standards and content. This dilemma, thus, seems to present a challenge for educators, who are apparently overwhelmed by two different curricula: integrated and performance curriculum. It is against this backdrop that this chapter seeks to explore the theory of enactment strategies and its effects on the enactment of the French integrated curricula. Thus, an action research of seven educators, selected through purposive then convenience sampling, was undertaken. This was in view of exploring their enactment strategies, and how these strategies have a bearing on the attainment of stipulated goals. Data were generated through reflective journals, one-on-one semi-structured interviews, and observations. The findings are presented in two phases of action research. Findings of the first phase indicate that educators were inclined towards factual enactment strategies at the expense of habitual and social enactment strategies. Second phase findings show a transformation, as educators incorporated the three propositions of enactment strategies, using the two curricula. This chapter thus recommends habitual use of action research to empower educators and promote frequent reflection on their practice. The chapter also recommends exploration of the theory of enactment strategies, which draws strengths from the theories of factual, social, and habitual strategies, to ensure a balanced enactment process that supports the African context.

引用信息

Save
Cite
Email this content

Share Link

Copy this link, or click below to email it to a friend
Email this content
or copy the link directly:

https://brill.edhh.ma/abstract/book/9789004447943/BP000028.xml
The link was not copied. Your current browser may not support copying via this button.

Link copied successfully

折叠
展开
回到页面顶端

Curriculum Theory, Curriculum Theorising, and the Theoriser

The African Theorising Perspective

ISBN:: 9789004447943

出版社:: Brill

印刷出版日期:: 14 Dec 2020

Subjects
- Education

Front Matter

List of Figures and Tables

Notes on Contributors

Introduction Theorising Curriculum Approaches and Praxis

Part 1 Curriculum Theory (Theorisation of Curriculum)

Chapter 1 Uzifozonke

Chapter 2 Rethinking Curriculum Theory That Can Deliver a Decolonised African Curriculum

Chapter 3 Theorising Open Curriculum Charges as Pathway to Responsiveness in South African Higher Education

Part 2 Indigenous Knowledge and Curriculum (History of Curriculum)

Chapter 4 Curricular Innovations in a Small Island State

Chapter 5 Moving toward Indigenisation of Knowledge

Chapter 6 Can IK and Western Science Be Complementary in an IK-SCIE Agricultural Curriculum? Theorising for an Appropriate Agricultural Curriculum

Chapter 7 Curriculum Theorising in Africa as Social-Justice Project

Chapter 8 Curriculum Ecologies

Chapter 9 Brave New World

Chapter 10 Theorising Curriculum and Assessment Policy Statement

Chapter 11 Can Alignment of Digital Resources with Needs Produce a New Curriculum Theory for Teaching?

Chapter 12 Theorising Teachers’ Experiences of Teaching Reading in the African Context

Chapter 13 The African Theoriser

Chapter 14 Sustainable Professional Curriculum Practice for School Leadership Capacity Building

Chapter 15 Theory of Enactment Strategies as a Way forward in Enacting a French Integrated Curriculum in Lesotho

Chapter 16 Alternative Ways of Implementing the Curriculum

Chapter 17 Curriculum Differentiation for Diverse Learners

Chapter 18 The Tri-Star Curriculum Theory

Conclusion Theorising Responsiveness and Potentialities in Curriculum Studies

Back Matter

统计数据

	全部期间	过去一年	过去30天
摘要浏览次数	697	76	12
全文浏览次数	9	3	0
PDF下载次数	96	13	0

African Studies	Education	Media Studies
American Studies	History	Middle East and Islamic Studies
Ancient Near East and Egypt	Human Rights and Humanitarian Law	Musicology
Art History	International Law	Philosophy
Asian Studies	International Relations	Religious Studies
Biblical Studies	Jewish Studies	Slavic and Eurasian Studies
Biology	Languages and Linguistics	Social Sciences
Book History and Cartography	Life Sciences	Theology and World Christianity
Classical Studies	Literature and Cultural Studies

Subjects

AppBar-Authors 2025

AppBar-Open Access 2025

AppBar-Product Information 2025

AppBar-Company 2025

AppBar-Contact 2025

Chapter 15 Theory of Enactment Strategies as a Way forward in Enacting a French Integrated Curriculum in Lesotho

Abstract

引用信息

Share Link

Curriculum Theory, Curriculum Theorising, and the Theoriser

The African Theorising Perspective

目录

统计数据

统计数据