This document discusses power, ideology, and curriculum. It introduces curriculum as meaning "to run a course or path" to reach a goal. It then discusses the necessity of curriculum to attain personal and social goals, develop human resources, emphasize learner-centered approaches, and include core subjects like language, math, environmental education, and health education. The document also discusses ideology in terms of character development, spiritual development, and promoting creativity. It examines the socio-cultural context of issues like secularism, democracy, equality, and responding to challenges like globalization and technology. Overall, the document provides an overview of how power, ideology, and socio-cultural factors influence the development of educational curriculum.

1. POWER-IDEOLOGY CURRICULUM
PREPARED BY Prof. Goutam Patra
1
‘Crriculum’ derived from a Latn word ‘Currer’ means to run.(a
course of path on which one runs to reach the goal)
Introduction:
*A ceaseless process-
*A dynamic phenomenon-changes to society-
*Multifarious challenges of to day and tomorrow
–
*Reflects needs and aspiration of the Society

2.  NECESITY: Attainment of Personal&
social Goal,
 Dev. Of Human Resource,
 Emphasizing Learner centeredApproach,
 Freedom in selectingContent and
Learning Experiences,
 Core Components, Language, Math,
Environmental Education, Health
Education(1986 NPE)

3. Ideaology
 Character development
 Development of eternal values –Truth Beauty
and Goodness
 Spiritual development and personality
 NCFSE-2000- ‘Learning with out burden’
 A creative spirit and generous joy are key in
childhood but are distorted by an unthinking
adult world-Tagore’s essay ‘civilization and
Progress

4. Socio- Cultural Context
 Social Scenerio: Secularism, Democracy, Equality,
Liberty, Fraternity, Justice, Patriotism ,National
Integration
 School Education Scenerio: Universal Education,
Dynamic Phenomena, Qualitative Improvement
 EDUCATION FOR COHESIVE SOCIETY:
 Education for –Girls, Special Learners, Disdvantage
Group, Gifted children, Preserving Cultural
Heritage
 Responding to the Impact of Globlization- Env.
Issues
 Challenging ICT
 Linking with Life Skills

5. Decentralization of power and
Democracy
 77 Amendment and Panchayet Raj system
 Reflects on division of power and
partcipation of all
 Reflects on Social justice, and economic
progress
 Panchayet becomes powerful in Primary,
secondary, Non-formal, Adult edn, vocational
and technical education

6. Structure of society
 FAMILY
 Social Institution
 Educational Institution
 Political Institution
 Economic Institution
 Religious Institution
 N.G.Os
 Social customs Rituals

7. Features of Social Structure
 Social structure is created-e.g. Caste system
 Linked with cultural system
 Consisting all kinds of social group
 Related with culture
 Normative system presents norms rule and
values
 Social statification due to Inequality, Conflict,
Power,Wealth Instability
 Sanskritaization-Cultural Mobility
 Social mobility due to changes in Status,
education, occupation , beliefs Mass media

8. Features of Social structure
of Indian society
 Complex pluralistic society
 Rural society
 Economically backward
 Illiteracy
 Diversified languages
 Racial diversity
 Communalism
 Regionalism
 Castism /Traditional

9. Meritocracy versus Elictism in
Curriculum
 Meritocaracy has the root of Latin origin
‘Mereo meaning ‘earn’ and Greek suffix
‘Cracy’ meaning ‘power’ or ‘Rule’
 It indicates that power should be vested in
individuals those who are able and talented
 Formulation of a proper curriculum is based
on meritocracy
 Social inequality is due to inequality of talent
rather than prejudice or discrimination.

10. Meritocracy in Educational
Term
 Meritocracy conceptualizes merit in terms of
tested ability and competencies through
standardized achievementTest
 Changing in Curriculum through Evaluation
system
 MichaelYoung-(1952) coined the term
‘Meritocracy’ in a satirical tale called ‘The Rise of
Meritocracy’
 Meritocracy is an important part of elite
curriculum

11. Elitism in curriculum
 ‘Elite’ is originated from Latin ‘eligere’ meaning
‘to choose’ or ‘elect’
 A group of persons considered to be superior
because of intelligence, social standard or
wealth
 Timasheff (1967) “Elites consists of individuals
of highest perfomances in their respective
fields”
 Pareto (1923) “History is a grave yard of
aristocracy” ‘Residues’ are those qualities
through which a man could rise

12. Institutional Hierchy of
Elitism in India
 Governing Elite
 Non Governing Elite
 C.W.Mills- Corporation Leaders, Political
Leaders, Military Chiefs
 Elites are of –Higher Castes, English
Educated,Wealthy
 Lower and marginalized suffer a lot