Search

This article examines the Jordanian lower-primary national curriculum and its propensity for student-centred teaching and learning. It draws upon Basil Bernstein's sociological theory of pedagogic codes to analyse the curriculum model and the advocated pedagogical approach within official curriculum documents, textbooks and teacher guides. Although the research conducted confirms the aspirations of the national curriculum for the adoption of student-centred pedagogies, analysis of the selected texts reveals mixed messages where in some areas the curriculum exemplifies an integrated code and in others a collection code. The messages about classroom framing are also found to be contradictory. The paper argues that if Jordan is to fulfil its stated aspirations to embrace more progressive pedagogies, a full review of the curriculum is needed to ensure its classification and framing cohere better with a student-centred approach.

This article examines the Jordanian lower-primary national curriculum and its propensity for student-centred teaching and learning. It draws upon Basil Bernstein’s sociological theory of pedagogic codes to analyse the curriculum model and the advocated pedagogical approach within official curriculum documents, textbooks and teacher guides. Although the research conducted confirms the aspirations of the national curriculum for the adoption of student-centred pedagogies, analysis of the selected texts reveals mixed messages where in some areas the curriculum exemplifies an integrated code and in others a collection code. The messages about classroom framing are also found to be contradictory. The paper argues that if Jordan is to fulfil its stated aspirations to embrace more progressive pedagogies, a full review of the curriculum is needed to ensure its classification and framing cohere better with a student-centred approach. [ABSTRACT FROM AUTHOR]