Curriculum Reform and the Displacement of Knowledge in Peruvian Rural Secondary Schools: Exploring the Unintended Local Consequences of Global Education Policies

Autor/inn/en	Balarin, Maria; Benavides, Martin
Titel	Curriculum Reform and the Displacement of Knowledge in Peruvian Rural Secondary Schools: Exploring the Unintended Local Consequences of Global Education Policies
Quelle	In: Compare: A Journal of Comparative and International Education, 40 (2010) 3, S.311-325 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
Schlagwörter	Rural Schools; Curriculum Development; Educational Change; Secondary Schools; Indigenous Knowledge; Educational Policy; National Curriculum; Teaching Methods; Global Education; Educationally Disadvantaged; Outcome Based Education; Peru + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Sekundarschule; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Globales Lernen; Lernerfolgsmessung
Abstract	This paper draws attention to processes of policy implementation in developing contexts, and to the unintended consequences of education policies that follow international policy scripts without enough consideration of local histories and cultures. Drawing on a study of teaching practices in Peruvian rural secondary schools after a period of comprehensive reform and the introduction of a new outcomes-based national curriculum, the paper highlights the way in which such reforms have led to a displacement of knowledge in rural schools that acts against an already educationally disadvantaged population. This is linked to the prevalence of highly performative and ritualised teaching practices that have emerged through a history of school expansion that has tended to follow imported scripts without much consideration for local knowledge. The paper suggests that policy makers, particularly in highly varied contexts like Peru, should attempt to understand local specificities and plan policies accordingly. (Contains 3 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10