Situating the ‘local’ as curriculum transformation in Timor-Leste

Marie Quinn

Abstract


Transformation of the nation is reflected powerfully through transformation of primary school curriculum, the opportunity for the state to direct particular understandings of the world, the nation and the community through mandated content and teaching strategies. Education in Timor-Leste has historically reflected outside interests, attempting to shape Timorese into citizens of other countries or communities rather than a specifically Timorese view of what children will learn. This paper traces the influences on Timorese education, from the early 20th century until the current curriculum, identifying how ‘local’ content has been understood in official documentation, classroom materials and by classroom teachers. It notes that despite the current teaching materials firmly focused on living in the community, “local” is often aligned with serving national interests. It suggests considering more closely the opportunities to re-contextualise learning toward the lived experience of Timorese children in using new content and pedagogy. 


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Euro-JCS is indexed in CAPES/QUALIS (Category: Education |  Classification: B3)

ISSN: 2182-7168

 

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