State and curriculum in the transition to socialism: the Zimbabwean experience
| dc.contributor.author | Jansen, Jonathan D. | |
| dc.contributor.email | jonathan.jansen@up.ac.za | en |
| 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 |