Heritage education in the school curriculum: A critical reflection
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Date
2015
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Namibia Press
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.
Description
Keywords
Heritage education, School curriculum, Critical reflection
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.