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Representation of the Zimbabwean 2015-2022 Social Studies Curriculum: Teachers' Perspectives on Challenges and "Ubuntulising" Curriculum Change and Implementation

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Chimbunde, P.; Kgari-Masondo, M. C. – Perspectives in Education, 2020

The new 2015-2022 Zimbabwean curriculum in which Social Studies is engrained was driven by the need among others to transform the Zimbabweans' demeanour and etiquette by employing "Ubuntu" as its philosophical base. Through the "Ubuntu" lens, this qualitative case study explores how "Ubuntu" values could be applied to…

Descriptors: Social Studies, Barriers, African Culture, Educational Change