Curriculum Reform and Democracy: A Paradox of Political Power and Power "of the People"

• In Event: 34.096 - MTCC Roundtable Session 12
  In Roundtable Session: 34.096-6 - Exploring Citizenship and Citizenship Education From Diverse Perspectives

Abstract

This paper argues that curriculum revision and implementation processes undertaken by the Ministry of Education British Columbia have been, and continue to be, undemocratic in nature. This argument is based on historical and contemporary research on the process of Ministry-mandated curriculum reform. The study focuses on social studies as this has been the key course which has aimed to create “good citizens.” After reviewing the researcher’s theoretical framework for understanding democracy, findings on historical and contemporary curriculum revisions and implementation processes in the province are presented. The paper concludes with a discussion of the findings regarding the nature of curriculum revision in a society that considers itself to be “democratic” and recommendations for curriculum developers and implementers to consider.

Author

• Catherine A. Broom, The University of British Columbia - Okanagan