Greener Journal of Art and Humanities Vol. 7, Issue 1, pp. 01-11, 2018
Manuscript Number: 091018134
Conceptualising Inclusive Curriculum as a Multi-Dimensional and Highly Contextual Contraption for Inclusive Education
SHEY Patrick Fonyuy, Ph.D
Department of Educational Psychology, University of Buea, Cameroon.
development of inclusive education practices have led to worldwide discussion
of how best to deliver a more equal education opportunity for all. In most
developed countries this has led to the development of the concept of an
inclusive curriculum for ordinary schools. African countries especially those
South of the Sahara are still grabbling with the etymological understanding of
the concept of inclusive Education. This paper looks at the implications of an
inclusive curriculum that has a common content for all pupils based on the
national curriculum. This requires a significant paradigm shift in the way
teachers thought both about what they taught and how they taught. It requires a
common team effort within and across inter-sectorial agencies and every school.
It is apparent that providing equal opportunity to raise standards of education
for all the learners requires the recognition that teachers have to change
their ways of thinking, every teacher matters. Reflections articulated in this
article aim at including key stakeholders from inside and outside the education
system, be informed by evidence as well as bear in mind ideological
considerations, and contribute to the clarification of concepts as well as
providing various regional perspectives and examples of a unanimous discourse
of an inclusive curriculum. Indeed, it reaffirms that curriculum reforms
represent a concrete opportunity for developing a consensual and comprehensive
vision of the education system. The ponderings ended with recommendations on
ways to develop and manage an inclusive curriculum.
Keywords: Inclusive Education, Conceptualising, Inclusive Curriculum, Multidimensional, Highly Contextual and Contraption
Acedo, C., (2011), Developing Curriculum Frameworks in Post-conflict Settings to Establish Standards of Quality, Presentation on World Comparative Education Societies Annual Conference on “Measuring Quality Education in Crisis Contexts”, Montreal, Canada, May, 2011.
Ahuja, A., (2005), Staring Down the Curriculum Monster: Using Curriculum Differentiation to Respond to Students’ Diity, EENET Enabling Education Asia Newsletter, (1), , pp. 18–19.
Black, P., & Wiliam, D., (2005), Lessons from around the world: How policies, politics and cultures constrain and afford assessment practices. Curriculum Journal, 16(2),
Curriculum Group Dorchester. (2002). towards a curriculum for all: A practical guide for developing an inclusive curriculum for pupils attaining significantly below age-related expectations, Abington, UK: David Fulton Publishers
Lock, C., & Munby, H., (2000), Changing the Practice of Student Assessment: One Teacher’s Challenge, Alberta Journal of Educational Research, 46(3),
Mpofu E, Kasayira J, Mhaka MM, Chireshe R, Maunganidze L 2007. Inclusive education in Zimbabwe. In: Petra Engelbrecht, L Green (Eds.): Responding to the Challenges of Inclusive Education in Southern Africa. Pretoria: Van Schaik Publishers, pp.66-79.
Mutepfa MM, Mpofu E, Chakaita T 2007. Inclusive Education in Zimbabwe: Policy, Curriculum, Practice, Family and Teacher Education Issues. Childhood Education. From <http://www. the free library.com/Inclusive+education+in +Zimba-bwe+ policy+curriculum+practice> (Retrieved November 22, 2011).
Nguyet DT, Ha LT 2010. Preparing Teachers for Inclusive Education 2010. Catholic Relief Services, Vietnam. From <http://www.crsprogramquality.org/ storage/pubs/edu> (Retrieved May 17, 2012).
Peresuh M 2000. Facilitating the Inclusion of Mentally Handicapped Children in Zimbabwe. Paper presented at a Seminar on Meeting the Needs of People with Disabilities through Inclusion, 2000, Horizon 2010, Harare, The British Council and Zimcare Trust, October 11-12, 2000.
Peters. S. (2004) Inclusive Education: an EFA strategy for All Children, Washington DC, World Bank,
Roegiers, X. (2010). La pédagogie de l’intégration : des systèmes d’éducation et de formation au cœur de nos sociétés. Bruxelles : De Boeck Université.
Rosa, A. (1994a). What do people consume history for? (If they do); Learning history as a process of knowledge consumption and construction of meaning. In M. Carretero & J. Voss (Eds.), Learning processes in history and social sciences. Hillsdale, NJ: Erlbaum.
Tani. E. L. (2016) Indigenous Peoples Education: Priorities for Inclusive Education, the Case of Cameroon. African Journal of social Sciences’. Volume 6, Number 4 May, 2016 http://dx.doi.org/10.20431/2454-7654.0203003. www.arcjournals.org
Tilstone, C., & Rose, R. (2003). Strategies to promote inclusive practice. Abington, UK: Routledge.
UNESCO (2004). Policy Guidelines on Inclusion in Education. UNESCO, Paris
UNESCO IBE (2010), Mission Report of Presentations given at the Chinese-European Conference on Curriculum Development, op cit.
UNESCO IBE, (2009). Training Tools for Curriculum Development: A Worldwide Resource Pack, Geneva, UNESCO IBE,
UNESCO IBE. (2008), Training Tools for Curriculum Development: A Worldwide Resource Pack, op cit., 2009. World Bank, op cit.
Watkins, A. 92007) (Ed.), Assessment in Inclusive Settings: Key Issues for Policy and Practice. Odense, Denmark, European Agency for Development in Special Needs Education.
Wiliam, D. (2000), the meanings and consequences of educational assessments. Critical Quarterly, 42(1), 105.
Call for Paper/Books/Thesis
Call for Scholarly Articles
Authors from around the world are invited to send scholary articles that suits the scope of this journal. The journal is currently open to submissions and will process and publish articles monthly in two yearly issues.
The journal is centered on quality and goes about its processes in a very timely fashion. Seasoned editors/reviewers will be consulted to review each article(s), profer quality evaluations and polish the articles with expertise before publication.
Simply send your article(s) as an e-mail attachment to email@example.com or firstname.lastname@example.org.