Abstract
Curriculum provides specific kinds of exposure to learners in a continuous process and determines
learners‟ abilities. According to different educational policies, developing an integrated curriculum
in primary education is one way of balancing content exposures for all learners across
socioeconomic classes. However, schools within the country vary greatly in terms of curriculum
and its delivery. Curriculum variations lead to disparities in educational content. This study
explores the nature of variations in the English curriculum used in different types of schools since
there are different school systems in the country. The study explores reasons for disparities in
curriculum across socially stratified schools in Pakistan with a specific focus on the English
language instruction. The study uses phenomenological methods to gather data through interviews,
demographic information and analysis of the fifth class English textbooks across 30 different
schools. Results show how and why curriculum differs across low, middle and high cost schools
and elaborate on how teachers can improve instructions to minimize the differences.
Afia Kanwal, Sham Haidar, Wasima Shehzad. (2019) An Examination of Educational Inequalities and Implicit Curriculum across Socially Stratified Schools, Journal of Elementary Education, Volume-29, Issue-2.
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