INTEGRATING CULTURAL EDUCATION INTO TERTIARY CURRICULA: PERSPECTIVES FROM INDIGENOUS STUDENTS

Authors

  • Arpa Barua Student, Institute of Education and Research, University of Chittagong, Bangladesh
  • Yasin Arafat Student, Institute of Education and Research, University of Chittagong, Bangladesh
  • A.B.M Feroz Shahriar Student, Institute of Education and Research, University of Chittagong, Bangladesh
  • Kanika Chakraborty Student, Institute of Education and Research, University of Chittagong, Bangladesh

DOI:

https://doi.org/10.46827/ejes.v11i12.5752

Keywords:

inclusion of culture, Hilda Taba Model of Curriculum Development, higher education, Indigenous student, culture preservation

Abstract

The present study examines the inclusion of culture into the curriculum of the courses related to Arts and Social Studies from the perspective of Indigenous students using the Taba Curriculum Development Model as a framework. In this study, a qualitative research design was adopted. The participants included 40 university students who engaged in semi-structured interviews. Data were analyzed using the thematic analysis method. This study aims to explore the extent to which the cultural learning needs of Indigenous students are addressed in higher education programs. It also seeks to determine whether the curriculum aims to include Indigenous culture-related topics and whether the learning outcomes are contributing to cultural preservation. Additionally, it examines the overall assessment of the curriculum content in this context. The findings provide valuable insights into students' perspectives on curriculum design and hold significant importance for cultural preservation, transmission and educational equity.

 

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Author Biographies

  • Arpa Barua, Student, Institute of Education and Research, University of Chittagong, Bangladesh

    Arpa Barua is a 4th year student in the Institute of Education & Research (IER) at the University of Chittagong in Bangladesh. His research interests include curriculum and instruction, human study and social science education, politics and education, inclusion and global development.

  • Yasin Arafat, Student, Institute of Education and Research, University of Chittagong, Bangladesh

    Yasin Arafat is a 4th year student in the Institute of Education & Research (IER) at the University of Chittagong in Bangladesh. His research interests include educational psychology, curriculum design, education and economics.

  • A.B.M Feroz Shahriar, Student, Institute of Education and Research, University of Chittagong, Bangladesh

    A.B.M  Feroz Shahriar is a 4th year student in the Institute of Education & Research (IER) at the University of Chittagong in Bangladesh. His research interests include educational psychology, learning science, and science education.

  • Kanika Chakraborty, Student, Institute of Education and Research, University of Chittagong, Bangladesh

    Kanika Chakraborty is a 4th year student in the Institute of Education & Research (IER) at the University of Chittagong in Bangladesh. Her research interests include educational psychology, curriculum design, and non-formal education.

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Published

2025-01-06

Issue

Vol. 11 No. 12 (2024)

Section

Articles

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