A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the degree of. The author has also granted permission to the University to keep or make a digital copy for similar use and for the purpose of digitally preserving the work.
Introduction
- Introduction
- Brief background of Conflict in Somalia
- The Research Problem
- Purpose
- Background of the researcher
- Rationale of the study
- Overview of the Research Study
The first national government of the Federal Republic of Somalia was formed on August 20, 2012 (Loubser & Solomon, 2014). Abdulla Yusuf was elected president of the Transitional Federal Government (TFG) (World Bank, 2005; Loubser & Solomon, 2014).
Contextual Overview
Introduction
Nationalism, Nations, and National identity
The first one is social constructionism which neglects or deliberately ignores the antiquity of nationalism. A study of the pre-modern and past of nations is essential to reveal the complexity of nationalism (Smith.
Modern History of Somalia
Somali educators were frustrated because of the discrimination policies that the colonial administration introduced in the workplace (Lewis, 2002). With Britain's triumph in World War II, the British took back all the Italian colonies in Africa.
Ogaden War, 1977-1978
The goal of the Organization of African Unity (OAU) was to maintain the integrity of the borders. This was greatly reinforced by the general feeling of insecurity about the major powers' changing policies towards the Siad regime.
Discussion and Conclusion
Despite the variety of causes, Kimenyi, Mbaku and Moyo (2010) claimed that the colonial legacy of colonization was a prominent factor of state failure in Africa. Gros (1996) claims that the great powers of the USA and the former Soviet Union played a major role in the failure of African states Somalia, Rwanda and Liberia through economic policies that undermined economic growth. Gros (1996) also argues that "Fourth World, collapsed states" were the product of the USA and the former Soviet Union's manipulative policies.
Ahmad (2017) confirms that the traditional approach is not adequate to reveal the complexity of the 21st century crisis.
Education in Somalia
In SYL's national agenda, the priority was to form a script for the Somali language (Laitin, 1976; Lewis, 2002). In Somaliland (Northwest) – the self-proclaimed Republic – the MOE, with the support of NGOs, the UN and international 'donors', has reconstructed more than 180 schools. While GER fell to 13 percent in southern Somalia, GER in 'rural areas considered to be socially excluded' is the lowest with a secondary drop to 9.7 percent.
UNESCO, claimed that Somalia has one of "the lowest enrollment rates for school-aged children in the world." According to UNESCO, there are 4.
Conclusion
The main focus of the national government is to bring peace to Somalia, in addition to building national capacity through development projects, especially in education. It is important that the MoE adopts a reform policy to improve the school curriculum and develop a Despite the early victory, the national army could not hold it due to limited resources and the heavy support Ethiopia received from Russia.
The frustration and anger of the Somalis at the defeat of the national army in the Ogaden war and the impression that they were about to lose the Ogaden for the second time led to the anger and prejudiced attitudes of the Somalis.
Literature Review
Introduction
This could be the case in the post-conflict context of Northern Ireland (NI) and Bosnia and Herzegovina (Baha), where the development of the school curriculum in the two post-conflict societies showed two faces of education. The disruptive aspect of education in schools and the possibility of fueling conflicts thus prompts international organizations and donors to review structural changes in education in post-conflict countries (Ellison, 2014; Naylor, 2015). Second, he emphasized the importance of emphasizing the role of young people in building peace through education in post-conflict societies.
The authors argued that a genuine theoretical design of the paradigm must address real-life issues such as group interpersonal relations in a post-conflict society.
Education in Post-Conflict Societies
In conflict-affected societies, such programs can be adopted to identify the drivers of conflict and address them through appropriate educational intervention. 2013) commented that curriculum change often complements curriculum development; however, in underdeveloped countries, curriculum content may be manipulated to emphasize the power of the "dominant group involved." However, Green (2013) stated that, from a negative perspective, differentiation between social groups in society can also be reproduced. The author further noted that children develop an understanding of the 'other' from what they learn in schools and the language skills they acquire to participate effectively in society also significantly determine their level of inclusion in society later in life (Gallagher et al., 2018).
Stabback stressed that any changes to the curriculum should keep the community's need for reconciliation at the forefront as a primary goal of the curriculum.
School Curriculum, and Curriculum Development
- Disciplinary Knowledge
Naylor (2015) argues that the first step in developing curricula is the analysis of the post-conflict context. Despite the importance of curriculum development, there is consensus about the complexity of the process (Nieveen, 1997; Olivia, 2009; Wiles & Bondi, 2011). However, Naylor (2015) notes that despite the important role of history, there is a paucity of research on "the impact of history education in post-conflict states".
The facts presented in textbooks are often misleading and do not give a complete picture of the context.
Education Philosophy and Curriculum Development
Ornstein and Hunkins (2009) emphasized the importance of philosophy in helping educators to understand the functioning of the school and to. This is not an easy process because of the vast knowledge available in the world; therefore, Wiles and Bondi (2011) introduced four questions to guide curriculum planners in choosing an appropriate pedagogical philosophy. This theoretical framework can be useful in understanding the Somali students' knowledge development process.
It can be useful in the understanding of teaching methods shape knowledge development of students in Somalia.
Curriculum Evaluation
- Scientific Approach
- Stufflebeam's Model: Context, Input, Process, Product
Conclusions drawn at the end of the evaluation process have empirical and normative facets which determine the value of the program. Summative evaluation examines the merit of the program, which measures student performance, while formative "evaluation". Despite the importance of curriculum evaluation, it is largely ignored in curriculum design due to the complex and ambiguous nature of the evaluation process (Stavropoulou & Stroubouki, 2014).
At the end of the process, evaluators are able to uncover unique and significant qualities of programs.
Article Reviews
Meriam (2009) recommends that content analysis should consist of systematic procedures; therefore, the Eisner Connoisseurship and Criticism frame was adopted to provide a systematic review of published research.
Lofstrom (2014)
Loftstrom (2014, p. 516) defined historical consciousness as "the mental disposition in how people perceive the connections between the past and the present and the future, how they explain historical processes, and how they invest the historical narrative with moral meanings". Lofstrom used a qualitative approach as the best to address research questions to explore students' feelings and perceptions of the two concepts of historical responsibility and historical reparation. Long, in-depth interaction with participants in "one or more places" provides qualitative research with rich description of the social phenomena (Fraenkel, Wallen, Hyun, 2015; Glesen, 2011).
Lofstrom attributed this to the disadvantage of the curriculum content due to the lack of fundamental facts regarding moral and political dimensions of conflict which were.
Gil (2007)
The teaching of the Shoah became a compulsory subject in the national school curriculum in 1980 under the policy of the "Compulsory State Education Act". Armed resistance, steadfastness, ghettos and the participants - these themes are presented in the old curricula to promote national values. These processes have been presented differently in the narrative, where the emphasis is on one scene.
Designing a difficult narrative requires a historical approach to promote historical understanding for students to learn skills and knowledge of the discipline.
Ommering (2015)
The theme of the Shoah curriculum was traumatic events that represented a dark and difficult history. Teachers are deprived of the discussion about violent conflicts, which is consequently an obstacle for the students to achieve better results. Ommering (2015) provides an example of the extreme perspectives of Christians and Muslims to explain French presence in Lebanon.
Difficult history topics should be carefully designed along with appropriate teaching practices.
Shreiner (2017)
They found flaws in students' analyzes of "past examples of genocide" that undermined their understanding of contemporary examples and, in turn, undermined students' ability to present well-developed arguments about U.S. policy. Shreiner states that the Genocide unit developed successfully introduced concept formation, which is essential for enabling students to develop an understanding of a central concept and then reflect on or critique it. Teaching genocide as a historical aspect of world history enabled students to recognize the problem of genocide.
Shreiner concludes that historical knowledge is very important for students to tackle the complexities of genocide.
Rodewell (2017)
The Settler Grammar of Canadian History Curriculum: Why Historical Thinking is Unable to Respond to the TRC's Calls to Action. Cutrara applied a framework of six benchmarks of historical thinking to examine the validity of Indigenous epistemologies and history curricula. Cutrara evaluated the history curriculum that underpinned Sexia's (2012) framework for historical thinking and Indigenous epistemologies for Marker (2011).
The history content taught in class falls far short of the expectations and goals of historical thinking.
Ormond (2017)
Ormond identified various forms of knowledge that contributed to a strong knowledge of history, such as substantive knowledge of time and place, which enables students to develop an understanding of historical context, ideas and actions from the past. All of these forms of knowledge and processes contribute to structuring a framework of historical thinking that supports disciplinary knowledge to stimulate students' interpretations of history and enable them to gain an understanding of contestation. Ormond advocates that teachers need to be clear about the rationale that will guide them in determining breadth and depth of knowledge.
Teachers acknowledged difficulties in balancing the breadth and depth of knowledge choices due to a national framework that encouraged a broad understanding of historical thinking concepts.
Harris & Burn (2016)
The teachers in New Zealand delivered powerful knowledge of history curriculum; however, the contradiction between substantive and procedural knowledge, and the balance between breadth and depth undermined the value of the new curriculum. Precise knowledge is at the "core of the model" which Young calls the "knowledge of the powerful". What teachers' responses reveal about their understanding of the nature and purpose of history.
Harris and Burn (2016) concluded that several factors undermined the value of the proposed history curriculum.
Harris & Ormond (2018)
Disciplinary knowledge has two dimensions; the first is procedural and the second is conceptual. Data revealed that teachers advocated disciplinary knowledge; however, more attention was given to second-order concepts during implementation. However, the authors found that teachers were not fully aware of "disciplinary knowledge and appropriate frameworks" and that curriculum change should have teachers on board and have a substantial background.
Disciplinary knowledge is important for providing history education that can contribute to the knowledge economy.
Harris & Reynolds (2018)
Emerging themes from the review of relevant literature
One of the significant aspects that emerged from the critical review is the openness of mind to engage in critical analysis. What is required is to develop critical analytical ability among the students that can give them a nuanced understanding of the events and develop their original. This is one of the positive contributions of history education that can help reduce violence in conflict-affected societies.
Thus, these should be written in such a way as to clearly present the facts and knowledge about the earth's history.
Summary
This indicates one of the essentials. challenge as it may not reflect the conflicts, violence during the pre-colonial era that the country faced thus defeating the purpose of history education. Qualitative approach also provides an in-depth understanding of the context, which consequently informs curriculum design decisions to provide students with meaningful knowledge relevant to the real world, while quantitative approaches do not reveal real-world realities. Meritorious history curriculum should deliver powerful knowledge of history, whereas knowledge, content and relevance were identified as key curriculum challenges (Cutrara, 2018; Harris & Burn, 2016; Harris & Ormond, 2018; Harris & Reynolds; 2018; Ormond, 2017; Rodewell, 2017; Shreiner, 2017).
Given this, an interdisciplinary history curriculum is proposed to address the overarching nature of history.
Conclusion
