INTEGRATING CULTURAL EDUCATION INTO TERTIARY CURRICULA: PERSPECTIVES FROM INDIGENOUS STUDENTS

Arpa Barua, Yasin Arafat, A.B.M Feroz Shahriar, Kanika Chakraborty

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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Keywords


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

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References


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DOI: http://dx.doi.org/10.46827/ejes.v11i12.5752

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