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Curriculum ideologies: Ideologies of English

curriculum in Oman

Article September 2016

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Samira Al Hosni
Indiana University Bloomington
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 Curriculum ideologies: Ideologies of English curriculum in Oman
Samira Al Hosni
Indiana University
Bloomington
United States of America

Abstract
Ideologies adopted by educators in any society have a great influence on the whole education
system. Such ideologies act as essential factors in shaping education goals, content, and
curriculum. On the other hand, ideologies are also expected to provide educators, particularly
curriculum designers and workers with a framework for organizing schools and classrooms.
According to William Van Til as cited in March. J & Willis. G (2007: 28) '' our source of
direction is found in our guiding philosophy.''
This paper aims to shed some light on the curriculum ideologies that best describe the English
curriculum in Oman. The exploration of such ideologies is done through the analysis of Ministry
of Education goals included in the first page of the English textbooks and through the analysis of
some themes and topics listed in the English post basic textbooks. Omani teachers' views
concerning what a curriculum might mean to them and how they see their role as teachers and
their students' role in school curricula are explored too. A written interview which addressed
some questions to teachers was designed and teachers' responses were analyzed. Ideologies that
best describe teachers' views and perceptions are discussed. This paper also aims to discuss the
issue of experiential learning concerning the English curriculum ideologies in Oman. The aspect
of experiential learning is considered in the light of the analysis of the English post basic
textbooks and the teachers' views provided in response to the interview questions.
English language curriculum ideologies in Oman
One of the goals of the Ministry of Education in Oman is to prepare students not only to use
different linguistic skills and competencies but also to be able to realize the value of studying
English at three levels; individualization, localization, and globalization. There is also an
emphasis ''to create self- regulated learners who are well prepared for life- long learning''

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(Ministry of Education, 2015:1). Besides, the Minister of Education in Oman argues that the new
curriculum is designed to assist students' academic, mental, psychological, social and cultural
progress. This curriculum also puts a great emphasis on arts and life skills in response to the
educational philosophy of Oman which encourages the development of more balanced
personalities in students. (Ministry of Education, 2015: 1).
Based on the goals and the thoughts brought by the Ministry of Education in Oman, I can argue
that the 'reconstructionism' is the ideology that best describes the curriculum and education in
Oman. According to the Reconstructionism ideology, the social and the global issues are highly
emphasized in education. Such matters are also highlighted by the Ministry of Education in
Oman through the preparation of learners at a localized and globalized level and also through the
building of the social skills of students. Moreover, the Ministry of Education in Oman aims to
raise the students' awareness of the international and global events and problems which
constructionism calls for to be part of the curriculum.
The analysis of the textbooks revealed that there are themes which are allocated mainly to
discuss issues relevant to a future career, jobs, continuous growth in global investment and
economy. Such themes are designed in a way that encourages learners to think of their future job
in a global challenging context with a great emphasis on the need to social skills development.
Raising students' awareness of the global challenges is expected to have its positive impact on
the society both economically and socially. George Counts, one of the Reconstructionist, as cited
in March, C & Willis, G (2007:44) argues in his book ' Dare the School Build a New Social
Order?' that social and economic issues should be taken into consideration by educators and
should be included in the curriculum. He urged educators to consider ''the era's social and
economic problems and use the school to help reform society''. Therefore, I believe that an
ideology that best describes the English curriculum in Oman is Reconstructionism.
In some other parts of the English textbooks, students are introduced to some problem-solving
activities. For such activities, students are encouraged to think and analyze certain situations and
draw conclusions. Progressivism as an ideology which encourages problem-solving and ' how to
think' instead of ' what to think' activities can better describe those parts of the curriculum.
Furthermore, the English curriculum in Oman focuses on getting students equipped with life-
skills that are necessary for future life. This leads me to say that the English curriculum in Oman

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is adopting in some of its parts an ideology of progressivism. Another reason for me to argue that
progressivism can better describe some parts of the English curriculum in Oman is that it
includes themes and topics from different disciplines such as science, history, geography,
medicine, geology, etc
English language skills and social life skills are expected to be acquired through this variety of
topics whereas the teacher's role is to guide students to analyze data and draw their conclusions.
This is consistent with what Dewey and some other progressivists assert, and that is ''curriculum
should be interdisciplinary, and teachers should guide students in problem-solving and scientific
projects'' (March. C & Willis. G, 2007: 40)
Teachers' Perceptions of Ideologies: Perennialism and Essentialism
Since I believe that teachers' views and perceptions of the curriculum that they teach are
essential and can indicate what ideology they adopted. I addressed some questions to teachers to
explore their views and get some ideas about their beliefs. The questions targeted the same
curriculum and textbooks I have analyzed. I was very surprised that most of the teachers
considered school curricula to be a textbook that they should complete teaching within a period
of time. For instance, one of the teachers stated '' it is a book that we have to finish at the end of
the semester'' Another one said: '' it is a set of related topics discussed with tasks and
explanation''. More surprising was that some teachers looked at curriculum as a tool of judgment
used by 'supervisors' to judge or criticize teachers. A teacher expressed that idea by saying '' it is
an instrument of judgment at the teacher''.
About their role as teachers in a curriculum, most teachers thought of their role as a person who
should transfer information to students and check students' understanding of the information. The
teachers noted that they believe that the students' role is to revise the information and be able to
discuss them, which I guess they mean to recall them.
Based on teachers' responses, it seems that teachers are adopting some parts of both the
perennialism and essentialism. Perennialism is a conservative educational philosophy that
stresses traditional values, morals and religion training. The goal of education in perennialism is
to develop a rational person by developing students' intellectual and moral characters.
According to perennialism, the curriculum is one for all students, and it is subject centered.
These ideas were in the teachers' responses and reflected their understanding of the meaning of

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curriculum. Teachers considered themselves as the primary source of knowledge and information
which to a great extent indicates a perennialism way of thinking which views the teacher as a
source of authority who presents a traditional way of teaching and thinking.
Teachers also described the role of students as one of revising and understanding information.
However, no teacher considered students' interests to be important as an essential factor that
affects the students' role in exploring the new knowledge. It is evident that some of the
essentialist ideological thoughts are reflected very clearly in the views of some teachers in
Oman. For instance, according to essentialism, the teacher is responsible for the class and is the
master while the students should work hard to absorb new facts or knowledge. Rickover as cited
in March. C & Willis. G, (2007: 36) states that '' For all children, the educational process must be
one of collecting factual knowledge.'' He also says that ''the student must be made to work
hard, and nothing can make it fun''.
Curriculum Ideologies concerning Experiential Learning
Experiential learning, I believe, provides learners with an enormous amount of learning skills
that help them to construct knowledge from experiences. Experiential learning is defined as
"learning which combines mental, emotional, and physiological stimuli. This kind of learning
involves observing, doing, or living through things" (Hansen, 2000: 27). It is associated with
skill development, practical knowledge, and action. Experiential learning helps the learner
become the initiator of learning because the student sets learning goals, goes through the
experience, reflects, and transfers newly obtained knowledge to new situations. Dewy (1897: 78)
states that "the teacher's business is simply to determine on the basis of larger experience and
riper wisdom, how the discipline of life shall come to the child." Both the progressivism and
reconstructionism ideologies considered life experience and engaging activities very essential for
a classroom to build on. They rejected rote learning, lesson recitations, and textbook authority.
They focused on the learner rather than the subject, emphasized activities and experiences rather
than mere verbal skills.
Ministry of Education in Oman seems to adopt the progressivism and reconstructionism
thoughts about experiential learning as it stresses the importance of the development of the
communication skills of students as part of required life skills. It also emphasizes the importance
of preparing students to be competent to join a competitive global context regarding jobs and

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future career. To develop such skills, the Ministry of Education encourages students'
involvement in real life experiences that provide them with the environment where they can
practice and acquire such skills.
Based on my analysis of the textbooks, I can argue that the English textbooks are rich with real
life and authentic experiences that demonstrate the required skills in a given situation or
experience. For example, there are topics about some well-known people who represent some
achievements either on a local or international level. There are also topics on how to respond to a
job interview questions and on how to write a CV. These themes to some extent motivate
students to act in a situation that is very similar to the real life situations. Subsequently, students
are expected to develop the required skills through individual experiences.
Teachers in their responses to the interview indicate that real life experiences are included in the
textbooks. They considered topics like; ' starting university,' civilization, writing reports, etc. as
real experiences that encourage good learning. However, teachers have not explained how
students might be involved in learning through experiences. I believe that providing real life
examples is not enough to enhance learning. Students should be provided with opportunities that
allow them to go through real life experiences to use their actual skills and have the chance to
develop them. Learning through experience involves observing, doing, or living through things
which hopefully should lead to skills development.
Dewy (1897: 78) states that "the teacher's business is simply to determine by larger experience
and how the discipline of life shall come to the child." He believes that education is responsible
for providing the learners with the experiences rather than mere information. I think, it would be
more useful if teachers in Oman considered some aspects of progressivism and reconstructionism
to enhance learning through real life experiences rather than considering their role as knowledge
''transferor '' as one of them expressed.
Conclusion and Recommendations
All in all, it seems there is a need for a more consistent view concerning education goals
between the Ministry of Education and the teachers. This investigation of the Ministry of
Education ideologies revealed that a mixture of thoughts from the progressivism and
reconstructionism are directing and leading the goals and the curriculum design and shape in
Oman. On the other hand, teachers are adopting different ideologies from those approved by the

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Ministry of Education. Ideologies adopted by teachers reflect more the perennialism and
essentialism ideologies but also a little of the progressive ideology. Having a conversation
between teachers and the stakeholders in the Ministry of Education in Oman is highly
recommended to reach an agreement on the goals to be achieved by education and accordingly
reflecting a kind of thoughts that focus on students' role as an essential part of learning rather
than mere receivers of knowledge.

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 References:
Counts, G. (1978). Dare the school build a new social order? Southern Illinois University Press.
US
Dewey, J. (1897). My Pedagogic Creed. School Journal. vol. 54 (January 1897), pp. 7780.
Retrieved from http:// www. Dewey. pragmatism.org/creed.html.
Hansen, R. (2000). The Role of Experience in Learning: Giving Meaning and Authenticity to the
Learning Process in Schools. Journal of Technology Education, 11 (2), pp. 2332.
Marsh, C & Willis, G. (2007). Curriculum: Alternative approaches, ongoing issues. Person
Education.US.
Ministry of Education. (2015). Engage with English. Grade12. Oman.

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