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Exploring the influence of the curriculum on student learning in culturally and ethnically diverse classroom contexts: praxis, paradoxes and perspectives of stakeholders

Citation

Gurung, GB and Moltow, D and Brett, P, Exploring the influence of the curriculum on student learning in culturally and ethnically diverse classroom contexts: praxis, paradoxes and perspectives of stakeholders, Waikato Journal of Education, 25, (2) pp. 12-24. ISSN 2382-0373 (2019) [Refereed Article]


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Copyright Statement

Copyright 2019 the authors. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0)

Abstract

This paper explores the perceptions and lived experiences of Nepalese educators and stakeholders in relation to the school curriculum and its influence upon student learning in a culturally and ethnically diverse classroom context. The study adopted a qualitative research design using face-to-face semistructured interviews and focus group discussions to gather the perceptions of students, teachers, school principals and curriculum experts from three different schools representing distinct and diverse Nepalese settings. The findings identified that there are six main factors that affect curriculum delivery in Nepal: a centralised education system; social, economic and cultural diversity; political instability; curriculum content; the involvement of curriculum development stakeholders; and teachers’ content and pedagogical knowledge and related attributes. These six factors all contribute to a significant influence on student learning.

Item Details

Item Type:Refereed Article
Keywords:curriculum, student learning, perspectives, cultural diversity, Nepal
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Curriculum and Pedagogy Theory and Development
Objective Division:Education and Training
Objective Group:Curriculum
Objective Field:Curriculum not elsewhere classified
UTAS Author:Gurung, GB (Mr Ganga Gurung)
UTAS Author:Moltow, D (Dr David Moltow)
UTAS Author:Brett, P (Dr Peter Brett)
ID Code:135852
Year Published:2019
Deposited By:Education
Deposited On:2019-11-18
Last Modified:2019-12-17
Downloads:9 View Download Statistics

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