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The 4D Curriculum

 

For over a quarter of a century Dr Jjob Francis has been involved in planning and delivering education and has developed a new approach to the curriculum.

 

It was whilst engaged in one or more of the above roles and responsibilities that he was privy to the many of the debates and conferences concerning the particular educational challenges faced by the ‘Black’ child. Some say - We need black history taught in schools, We need our own black schools, We need a black curriculum, The schools are failing our children. There are a plethora of examples of initiatives which we could draw upon to show how various members or groups within the Black Community, over the years, have attempted to address the educational needs and statutory entitlements of African/Caribbean children.

 

In the final analysis, no matter how well intentioned these initiatives undertaken have been, in reality they have been nothing more than ephemeral. This accumulation of ephemerals is due to, in Dr Francis’ view, the prevalent adoption of ‘top-down’ initiatives by many educators, which at best, only achieve a disconnect between those (at the top) proposing the initiative, and those (at the bottom) whom they retort to want to help.

 

The Positive Evolution: An Individual/Cultural Approach (The 4d-Curriculum, for short) is a conceptualised ‘bottom-up’ and unified curriculum model of education; which not only projects forward, but also accepts and embraces the often oscillatory, cyclical and sequential nature (or reality) of education.

 

Our fourth dimensional 3D Curriculum Models are symbolic within the cognitive domain and culturally sensitive within the effective domain. In other words our 4d-Curriculum theory has notable taxonomies within our OBU educational objectives.

 

Our 4d-curriculum models (all represented in 3D) are externally evaluative and re-evaluative, in their exploration, assessment and representation of the expressed educational needs, rights and concerns of the Black child as well as those of their parents.

 

The curriculum models themselves require Consensual Validation (by the Community); Referential Adequacy (do our models work for the benefit of the Black child?) and Critical Variety (what can we gain, learn and improve upon from the various feedback attained?).

 

Chapter 2 of The Positive Evolution, cited above, has the title ‘Needs and Rights’ (The Fourth Dimension Unfolded), and not only explores the needs and rights of the Black learner.

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