Living in Two Worlds: A Case Study of a Remote Secondary School in Northern Tanzania

Susan Kent This case study considers the position of students, who are mainly Maasai, attending an NGO run secondary school in Northern Tanzania where indigenous knowledge (IK) is valued by the founders of the school. Attempts have been made to include IK as a subject with a specially written curriculum running alongside the Tanzanian National … Continue reading →

A Qualitative Study of the Jordanian National Curriculum and its Propensity for Student Centred Teaching and Learning

Taline Sabella This dissertation seeks to explore the propensity of the Jordanian National Curriculum of Science and Social Studies for the incorporation of Student-Centred (SC) pedagogy to teaching and learning in International Baccalaureate (IB) World Schools in Amman. A qualitative and interpretivist methodological approach was adopted to investigate whether the National Curriculum accepts a more … Continue reading →