Post-Glocalization

The world has changed tremendously. Associated with the change is the encounter of diverse ways of thinking, the pursuit for co-existence, and the desire to reduce conflicts. To understand curriculum in an increasingly connected world with both concordance and conflicts, this research starts with a review of globalization, localization, and glocalization. By proposing a change in the unit of analysis, the research follows with reconceptualizations of key terms in curriculum analysis: power, time and place, and distance and speed. The research also discusses the use of technology and language. Given changes in understandings, the research follows with discussions on post-methods and moral considerations and puts forward the term post-glocalization and models on post-glocalization and post-glocalized curriculum analysis. This research concludes with a review on different curriculum practices in accordance with the key terms in curriculum analysis and proposes the importance of incorporating the post-glocalized analytical model into curriculum methodological discussions.

POSNER’S CURRICULUM ANALYSIS FRAMEWORK TOWARDS THE DEVELOPMENT OF PHILIPPINE MADRASAH EDUCATION

The madrasah education curriculum is imperative in the implementation of madrasah education in the Philippines. The importance of the curriculum processes and products as collection of work encompasses the significant involvement of key stakeholders in curriculum development. The purpose of this paper was to provide a detailed curriculum analysis of the Refined Elementary Madrasah Curriculum using Posner’s curriculum analysis and its implication towards the development of Philippine madrasah education. The study employed a qualitative research design mainly through document analyses and key informant interviews of program implementers. Based on the analysis, the perspective of the curriculum is to provide appropriate and relevant educational opportunities within the context of accepted cultures, customs, traditions and interests of Muslim Filipino learners. In addition, there is an attempt to contextualise the learning goals of the Philippine classroom. However, some of the participants described the curriculum as relevant but not age-appropriate. In addition, as basic tenets in designing a curriculum, there were no specific learning activities elaborately explaining the instructional strategies and course resources. Also, there was no assessment task or evaluation explicitly incorporated in the curriculum. Conversely, the institutionalisation of the Madrasah Education Program (MEP) in public school provides an opportunity to develop and ensure access to quality and relevant education among Muslim learners. The results provide baseline data in understanding the curriculum and serve as an impetus for future curriculum development of madrasah education in the Philippines.