An English Teacher’s Perspective on Curriculum Change in West Bengal
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Mukherjee’s chapter reports on an English curriculum change introduced in great haste in response to a change of government. It almost overlapped with a previous change that was still underway. The teacher’s story contains inconsistencies, suggesting that her understanding of the ideas underpinning the change, and what these imply for practice are unclear. Mukherjee views this uncertainty as unsurprising given the speed with which the change was introduced. With immediate change implementation as their priority, planners chose not to consult or involve any implementation stakeholders, leading to over-optimistic assumptions regarding teachers’ existing understandings of change principles and learner proficiency levels, and inadequate teacher support provision, as well as the use of inexperienced writers to produce new textbooks.
It may be worth mentioning here that the process for orienting school leaders has now started in West Bengal.
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