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The promise and challenge of curriculum hybridization in a Civic Education Course in Poland

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Wojcik T. G.

Problemy Wczesnej Edukacji

2009

vol. 5

issue 10(2)

149-160

First published in 1994 by the Centre for Citizenship Education in Warsaw, the KOSS curriculum represents a striking divergence from traditional approaches to civic education in Poland in two ways. First, it seeks to replace the “transmission” approach to teaching with student-centered instructional methods. Second, KOSS encourages teachers to be “co-authors” of the curriculum instead of “implementers,” thus inviting curriculum hybridization. Yet the curriculum’s call for hybridization is problematic. It raises the issue of how far teachers may alter a curriculum so that their adaptations are authentic hybrids and neither something totally new (nonimplementation) nor merely a cooptation of the proposed reform (Tyack and Cuban, 1995). Case studies of two teachers’ use of the KOSS curriculum in their classrooms shed light on both the promise of expanding teachers’ decision-making freedom concerning curriculum construction as well as the challenges contained therein.

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1 Problemy Wczesnej Edukacji

1 Wojcik T. G.

1 2009

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The promise and challenge of curriculum hybridization in a Civic Education Course in Poland