Critical Curriculum: Teachers’ and Learners’ Critical Thinking in Language Curriculum Development

Ghasem Aghajanzadeh Kiasi


The present article presents an overall view of critical thinking approach to curriculum development. It investigates how teachers and learners can critically get involved in developing instructional materials and in the deliberations and decisions about what to teach and learn. The article also deals with the way teachers and learners can develop and prepare materials in collaboration and interaction with each other in a co-thinking, negotiated process. Finally, the article seeks to discuss the nature of critical adaptations of materials by teachers and learners. The article concludes that critical curriculum requires changes in instruction, learning activities, materials, and assessment. Materials and content are structured so that learners gradually regulate their own learning that leads to meaningful learning. In a critical curriculum, both teachers and learners clarify and predict what is to be learned. It helps them highlight what is most important and thereby fosters their feelings of control over subject matter.



Critical curriculum; Teachers; Learners; Negotiation; Adaptation

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