State and curriculum in the transition to socialism: the Zimbabwean experience

Jansen, Jonathan D.

dc.contributor.author	Jansen, Jonathan D.
dc.date.accessioned	2006-02-10T08:12:43Z
dc.date.available	2006-02-10T08:12:43Z
dc.date.issued	1991
dc.description.abstract	Uses a case study of curriculum innovation in Zimbabwe to assess existing explanations of why colonial curriculum content persists in many postcolonial states despite radical policy efforts. Argues for the primacy of conflict, history, and politics as determinants of school curriculum in Third World transition states.	en
dc.format.extent	1904124 bytes
dc.format.mimetype	application/pdf
dc.identifier.citation	Jansen, J 1991, ‘The state and curriculum in the transition to socialism: the Zimbabwean experience’, Comparative Education Review, vol. 35, issue 1, pp. 76-91. [http://www.journals.uchicago.edu/CER/home.html]	en
dc.identifier.uri	http://hdl.handle.net/2263/161
dc.language.iso	en	en
dc.publisher	The University of Chicago Press	en
dc.rights	Please refer to Sherpa policies http://www.sherpa.ac.uk/romeo.php	en
dc.subject	Curriculum development	en
dc.subject	Educational change	en
dc.subject	Government role	en
dc.subject	Politics of education	en
dc.subject	Educational policy	en
dc.subject	Developing countries	en
dc.subject	Conflict	en
dc.subject	Social change	en
dc.subject	Cultural differences
dc.title	State and curriculum in the transition to socialism: the Zimbabwean experience	en
dc.type	Article	en