Integrating educational research into curriculum review for basic education: A structuration perspective

Abstract

Over the years, scholars have engaged in discussions regarding the research-practice nexus, with emphasis on practice-oriented and socially relevant research. What seems to be limited in such discussions is how curriculum reviews (as a normative societal trajectory) and educational research can dialectically inform each other in a duality of structure and agency. To contribute towards reducing this gap, this paper draws from a study that examined the integration of educational research into Namibia's review of the basic education curriculum. The Structuration Theory was used as an analytical framework, following a qualitative research approach. Semi-structured interviews were conducted with 12 relevant Senior Education Officers (SEOs) to explore how agents (curriculum reviewers, the curriculum panel, and stakeholders) interact with structures (policy frameworks, institutional norms, and resource allocation) to either enable or constrain the research-curriculum review nexus. The paper argues that, while some structures may seem to create opportunities for research engagement, other challenges, including lack of resources, political interference, inadequate collaborative approaches, and limited time, are also structural and constraining. These shortcomings limit the applicability of research on curriculum review, resulting in curricula that often lack evidence-based foundations. On the other hand, they create research opportunities for the possible development of frameworks that combine findings with stakeholder insights. Recommendations include the need for reflexive monitoring of the ongoing relationship between agents' actions and the transformation of educational structures. Participatory methods and dedicated support systems are also recommended for the effective integration of research into curriculum review processes.