Curriculum Ideology of the Lesotho General Certificate of Secondary Education Literature in English

Abstract

Lesotho’s education system has been and is, like countries’, undergoing a drastic curriculum metamorphosis. Nonetheless, there exists a lack of knowledge in teachers of the ideologies underpinning their subjects thus a problem arising in pedagogical practices. This study was set to analyse the curriculum of the Lesotho General Certificate of Secondary School Literature in English syllabus, identifying the dominant curriculum ideology (ies), ranging from the most dominant to the least in context to Lesotho education system. The results revealed that the most dominant ideology is the Learner- centred ideology, followed by the Scholar-Academic, then the Social- Efficiency and last, the Social Reconstruction ideology. The conclusion is that learning of this syllabus proves that a product of Literature in English will be someone who is creative, independent and equipped in high order critical thinking and analysis. Also, the findings reveal that study of Literature situates a learner, to a certain extent, as a member of society and also one who can function as a scholar in various disciplines. However, per the findings, there is a lot more to be done as far as Social Reconstruction is concerned. Learners seem to be catered for being individuals in their development instead of also balancing areas that will enhance ability to discern social concerns and even be in a position to alleviate them