Theorising the politics of curriculum responsiveness in a Cameroonian university

Abstract

Content is the epicentre of the educational experience without which no meaningful learning can take place. Curriculum is what gives direction to teaching and learning in higher education and helps in the shaping of academic life for all students, the direction their future would take as well as the society they live in. As such, it is critical to explore the curriculum of higher education courses to ascertain whether what is being taught and why it is being taught contribute to the overall goal or purpose of responsiveness. Under such circumstances, this research was designed as a qualitative case study of three literature modules. Data was generated using semi-structured interviews, document analysis and observation. Two major themes emerged from the data generated: resistance to change through praise singing; and advocates of change in leadership. The analysis of these themes reveal that lecturers selected content based on their ideological and political stance in society. While the one resisted change through what they teach, the other advocated for change in the same manner. The paper concludes with three key thoughts: first, curricula charges like educational integrity and moral commitment are vital for the continuous blossoming of the higher education; secondly, those in the higher education sector must distinguish between their moral and intellectual responsibility to train students who possess the right kind of knowledge and skill to lead the nation in the way it should go; thirdly, curriculum developers, content selectors, lecturers, researchers, university management, higher education governing bodies and quality assurance entities must work hand in hand for the sustainability of the higher education system.