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2011 - 55th Annual Conference of the Comparative and International Education Society Words: 352 words || 
1. Mfum-Mensah, Obed. "Out of many we are one: Ideological premise of basic education curriculum reforms in English speaking West Africa" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2019-08-22 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Abstract
Curriculum reforms globally, are spurred by different interest groups who possess different ideologies about how the education system should address the social, economic, cultural and political challenges confronting the nation-state (Christholm and Leyendecker, 2008; Morris and Chan, 1997; Teitelbaum and Brodsky, 2008).Curriculum reforms in sub-Saharan Africa (SSA) during the colonial and early postcolonial eras were shaped by the ideological assumptions of the "powers that be". Recent studies in SSA note that ideologies including democracy, diversification, reconciliation, continue to influence curriculum reform initiatives (Christholm and Leyendecker, 2008; Ofori-Attah, 2008).
Using Pratte’s (1977) conceptualization of “ideology” the study will discuss the ideological underpinnings of basic education curriculum reforms and their relevance to national development in English Speaking West African (see Pratte, 1977; Smith, 1983). Pratte explains “ideology” as beliefs held in conjunction with highly emotive and persuasive 'directions' to practical concerns. Ideology entails three components: the assumptions and beliefs about the ideology; the peculiar form and interpretation that belief system takes; and the class of situation the ideology is directed.
The study is qualitative, discourse analytical and comparative. Government documents and other primary sources are examined. Initial findings of the study reveal the following: ideologies which are political, economic, social, cultural continue to dominate curriculum reforms in these nations; education stakeholders tend to focus on the ideologies (beliefs) instead of translating the beliefs to action; curriculum reforms that include the perspective of all groups are likely to liberate and empower the marginalized.

Christholm, L., & Leyendecker, R. (2008). Curriculum reforms in post-1990s sub-Saharan Africa. International Journal of Educational Development 28(2), 195-205.
Morris P., & Chan, K. K. (1997). Cross-cultural themes and curriculum reform in Hong Kong. Policy as discourse. British Journal of Educational Studies 45(3), 248-262
Ofori-Attah, K. D. (2006) The British and curriculum development in West Africa: a historical discourse. International Review of Education 52 (5), 409–423.
Pratte, R. (1977). Ideology and education. New York: David McKay
Teitelbaum, K. & Brodsky, J. (2008). Teaching and learning in the age of accountability: One experience with the not-so-hidden costs. Journal of Curriculum & Pedagogy (5)1, 100-110.
Unterhalter, E. (2005). Globalisation, gender and curriculum. Agenda No. 41, Education and Transformation (1999), 26-31

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