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An Inquiry into the Socialization and Enculturation Processes among Students: A Hermeneutical Key in Appreciating the Curricular and Pedagogical Challenges 6

By: 4 0 16, [, ] | [, ] |

Contributor(s): 5 6 [] |

Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; Research And Development Center, Trinity University of Asia, 1998 46Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Related works: 1 40 Elias Mulenga Sampa 6 []Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Education;Socialization -- -- -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:

Contents:

Action note: In: The Trinitian Researcher. 1(1) : June 2008.pp. 1-30 Summary: Other editions:

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Book	PLM	PLM Periodicals Section	Periodicals	LG221.Q4A1.T736t (Browse shelf)	Available		PER 1496I

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ABSTRACT : Socialization and Enculturation Processes of Students: a Hermeneutical Key in Appreciating the Curricular and Pedagogical Challenges takes off from an assumption that education is our collective handmaid in shaping and organizing our shared life and at the same time our historical context defines education in return. The paper affirms the efforts and initiatives to reform education globally and locally over the years while at the same time argues that such have been done by bureaucrats and experts without student active participation, an exclusion that has serious repercussions for legitimacy and in realizing the well intentioned reform efforts and initiatives. It advocates inclusion of and centering all educational transforming efforts and initiatives on this third actor. Without devaluating the bureaucratic or expert genius, the paper builds on the experience of students, identifying thematic patterns in their socialization and enculturation processes and recognizes the curricular and pedagogical implications. 56

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