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Abstract
AbstractTeachers’ participation in curriculum development is an area of research that has not been given adequate attention in the context of Saudi Arabia. This critical exploratory study investigated the issue of teachers’ marginalisation in the curriculum development process with the aim of problematising power relations in Saudi Arabia’s education system and raising Saudi teachers’ awareness of their current status. Interviews were conducted with six Saudi male EFL teachers and the data was thematically analysed keeping in mind the study’s critical agenda. The data revealed that the participants were greatly marginalised from the decision-making in general and in curriculum development in particular. The study also showed that the Ministry of Education (MOE) consider the teachers as mere implementers of the curriculum while the participants held the view that they have the capability to participate in the curriculum development process. Furthermore, the data revealed the teachers’ frustration from this...
Highlights
The teaching of English as a Foreign Language (EFL) was first introduced in the Kingdom of Saudi Arabia (KSA) schools in 1925 and the English department of the Directorate of the Curriculum that directly depends from the KSA Ministry of Education (MOE) developed the first EFL curriculum (Liton, 2013)
Naif reported the following view: “teachers do not have a role in curriculum development; even for the last curriculum reform, all of the decisions were from the MOE and teachers were not consulted”
The findings revealed that teachers do not have a role in curriculum development even if a teacher has extensive experience or is highly qualified with a postgraduate degree
Summary
The KSA education system is known for being rather centralised around the MOE and teachers are generally excluded from the decision-making process. According to Alajroush (1980), in the KSA, the MOE takes all the important decisions with regards the curriculum at all stages of the education system. This, in my opinion, relates to one of the major obstacles facing the development of the education system in Saudi Arabia today: the marginalisation of teachers in decision-making in general and in curriculum development in particular. The purpose of this study is to shed light on the issue of teachers’ marginalisation in curriculum development since research on this topic is non-existent in the KSA context. The paper presents and discusses the main findings of the study
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