Contextualising the Curriculum

Abstract

This essay considers the implications and possibilities of contextualised learning. It argues that any particular context in itself does not build up an entire framework of what may be learnt. Using a series of case studies, the essay makes a strong case for the powerful potential of contextualised learning. However, it also emphasises that the local context in learning can be meaningfully used only within a pedagogic practice that uses a framework of reflection. This approach implies that there is no short cut to investing in sustained teacher support programmes of high quality and it is only through this that contextualisation of learning can be expected and the 'risks' be checked. The essay concludes by considering experiments in using Eklavya texts as a frame for expanding the contextualised curriculum approach in other states.