Conviviality and the Reconceptualization of Curriculum: A Case of Uganda and Kenya.

• In Event: Global Neocolonialism and Curriculum and Pedagogical Materiality

Abstract

This conceptual paper aims to investigate whether adopting a convivial approach to the indigenization of curriculums could foster collaborative efforts aiming at reconceptualising curricula. This article defines curriculum reconceptualization as the process of critically examining and restructuring educational curricula in former colonies, such as Uganda and Kenya. This reconceptualization entails analyzing current curriculum frameworks and content to identify and address historical biases, foster inclusivity, and more accurately represent the local context. This is intended to ensure that the curriculum reflects the diverse perspectives, histories, and cultures of the local population. The article highlights the possibility that certain elements of colonial legacies, such as Eurocentric viewpoints or unequal power dynamics, may continue to exist if they are not actively confronted.

Authors

• Gonzaga Mukasa, Texas Tech University

• Margret Muyimbwa, City High School