Curriculum development in community education : a theoretical study

This study was primarily designed to develop principles and evaluation criteria of curriculum in community education. Before these could be developed, it was necessary to reassess commonly well-known and accepted works of community education theorists in order to deduce generic features and, thusly, identify the means and ends envisioned by community educators. Community education can be defined as a hypothesis which attempts to explain a relationship where participants interact in certain ways and use particular methods in a location over time to achieve self-determined transformative change and social justice. Therefore, curriculum development in community education ought to mirror facets of this definition. In this study, curricular experiences would be designed to have these features: (1) community-based study which has an extra-community awareness; (2) lifelong teaching and learning; (3) proactive problem-solving; (4) educational activism; (5) participatory democracy; (6) intergenerational grouping; and, (7) egalitarianism.

Name thesis:degree_name

Master of Arts - MA

Level thesis:degree_level

master's

Discipline thesis:degree_discipline

Social and Educational Studies

Grantor dc:publisher

University of British Columbia

Year dc:date

1992

Author dc:creator

• Calliou, Sharilyn

Statement dc:rights

• For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.

Language dc:language

eng

Handle dc:identifier

http://hdl.handle.net/2429/1285

OAI identifier oai:identifier

oai:circle.library.ubc.ca:2429/1285