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All Journal Satmata: Journal or Historical Education Studies Smart: Journal of Multidisciplinary Educationa
Uma.S
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Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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DECOLONIZATION OF THE HISTORY CURRICULUM IN INDIAN SENIOR SECONDARY SCHOOLS: AN ANALYSIS OF IMPLEMENTATION AT A HIGH SCHOOL IN CHENNAI Uma.S
Satmata: Journal of Historical Education Studies Vol. 2 No. 1 (2024): July: Satmata: Journal of Historical Education Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/satmata.v2i1.30

Abstract

This study aims to examine the practical implementation of a decolonized history curriculum in an Indian senior secondary school, with a case study conducted at Kendriya Vidyalaya in Chennai. While national education policies in India increasingly promote inclusive and postcolonial approaches to history teaching, there is limited empirical research on how these reforms are enacted in real classroom settings. Using a qualitative case study method, data were collected through classroom observations, semi-structured interviews with teachers and students, and analysis of curricular documents. The findings reveal a significant gap between policy discourse and pedagogical practice. Teachers express theoretical support for decolonizing the curriculum but face challenges such as rigid syllabi, exam-oriented instruction, and lack of professional development. Classroom practices largely remain textbook-centered, with minimal use of local histories, critical thinking tasks, or student-led inquiry. The study offers a novel contribution by linking national-level curriculum reforms with micro-level school dynamics, and by incorporating multiple data sources to highlight the nuanced realities of implementation. It also foregrounds the importance of teacher agency and contextual adaptation in achieving epistemic justice in postcolonial education. In conclusion, while efforts toward decolonization exist in rhetoric and curriculum content, their transformative potential remains underutilized without systemic support for pedagogical change. The research underscores the need for training, flexibility, and curricular autonomy to actualize meaningful historical education in India..
STRENGTHENING ANTI-CORRUPTION EDUCATION FOR HIGH SCHOOL STUDENTS THROUGH THE INTEGRATION OF INTEGRITY VALUES IN CIVICS EDUCATION Uma.S
SMART: Journal of Multidisciplinary Educational Vol. 3 No. 2 (2025): November: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v3i2.613

Abstract

This study aims to examine how integrity values can be effectively integrated into the Civics Education (PPKn) curriculum to strengthen anti-corruption education among senior high school students in Indonesia. Using a qualitative library research method, this study systematically reviewed and synthesized recent literature, educational policy documents, and national curriculum frameworks published within the last five years. The findings reveal that although integrity values such as honesty, responsibility, and fairness are mentioned in curriculum standards, their actual implementation in teaching practices, assessment tools, and school culture remains fragmented and inconsistent. Teachers often lack specific training in anti-corruption pedagogy, and existing assessments tend to focus on cognitive knowledge rather than ethical reasoning or behavioral outcomes. This study introduces a novel approach by linking curriculum content, teaching strategies, assessments, and institutional support into a cohesive framework for embedding integrity education in PPKn lessons. Unlike previous studies that treat anti-corruption education as a separate module or focus only on elementary levels, this research focuses specifically on the high school context and subject-specific integration. The study concludes that a comprehensive integration strategy—including curriculum revision, teacher capacity building, ethical assessment tools, and supportive school leadership—is essential to transforming integrity values from abstract policy into lived student behavior. The findings offer theoretical and practical contributions that are relevant not only to Indonesia but also to other educational systems seeking to institutionalize anti-corruption education through civic learning.
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