LANGUAGE AND IDEOLOGIES: A CRITICAL ANALYSIS OF THE BASIC EDUCATION CURRICULUM FRAMEWORK (BECF) DURING THE TRANSITION FROM 8-4-4 TO THE COMPETENCE-BASED CURRICULUM (CBC) IN KENYA

Chege Samuel Nganga

Abstract


This study utilises a critical analysis approach to investigate the language and discursive strategies employed in the Basic Education Curriculum Framework (BECF) during the transition from the 8-4-4 system to the Competence-Based Curriculum (CBC) in Kenya. The research objectives are twofold: (1) to analyse and interpret the language and discursive strategies utilised in the BECF during the transition period, and (2) to critically examine the underlying ideologies and power relations reflected in the BECF, with a specific focus on its construction of knowledge, values, and educational goals. Through a comprehensive analysis of the language and discursive strategies employed in the BECF, this study aims to uncover the nuances and implications of the transitional period. It examines how language choices and discursive techniques are utilised to shape and convey educational concepts and objectives during this period of curriculum reform. By analysing these linguistic features, the study seeks to provide insights into the broader social and political dimensions embedded within the BECF. By closely analysing the language and discursive strategies, the study aims to identify and deconstruct the ideological perspectives that influence the BECF. This analysis will provide valuable insights into the values and beliefs embedded within the curriculum, shedding light on how knowledge is framed, and educational goals are shaped.

 

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Keywords


Basic Education Curriculum Framework, 8-4-4 system, Competence-Based Curriculum, language analysis, discursive strategies, ideologies, power relations, knowledge construction, values, educational goals

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DOI: http://dx.doi.org/10.46827/ejes.v10i9.4967

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