Heritage education in the school curriculum: A critical reflection select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.author Likando, Gilbert N.
dc.date.accessioned 2016-07-23T12:32:33Z
dc.date.available 2016-07-23T12:32:33Z
dc.date.issued 2015
dc.identifier.citation Likando, G. (2015). Heritage education in the school curriculum: a critical reflection. In J. Silvester (Ed.), Re-Viewing Resistance in Namibian History (pp. 298-306). Windhoek: UNAM Press. en_US
dc.identifier.isbn 978-99916-42-27-7
dc.identifier.uri http://hdl.handle.net/11070/1819
dc.description.abstract This chapter critically highlights the importance of heritage education in the school curriculum in Namibia. It does so in relation to John Patrick’s five pitfalls that heritage educators must avoid in the process of designing a heritage education school curriculum or infusing the right content into existing curriculum, namely: elitism, extreme pluralism, localism, romanticism and anti-intellectualism (Patrick, 1989). The chapter links this perspective by Patrick of heritage education infusion and integration in the school curriculum to the on-going reform process in education in Namibia. Debates have loomed on how the integration or infusion could be done. While some proponents propose the creation of an entirely new curriculum for heritage education in schools, others argue for the infusion of heritage education content into the current school curriculum by drawing on many disciplines such as history, geography, the natural and social sciences, the arts and literature as the best approach. en_US
dc.language.iso en en_US
dc.publisher University of Namibia Press en_US
dc.subject Heritage education en_US
dc.subject School curriculum en_US
dc.subject Critical reflection en_US
dc.title Heritage education in the school curriculum: A critical reflection en_US
dc.type Book chapter en_US

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