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<div class="articleTitle svTitle"><b>
Goodbye conflict, hello development? Curriculum reform in
Timor-Leste<br>
</b><a id="ddJrnl"
href="http://www.sciencedirect.com/science/journal/07380593"><b>International
Journal of Educational Development</b></a><br>
<span style="color: rgb(255, 0, 0);"><b>Article in Press,</b>
Corrected Proof</span> <br>
<a id="ddDoi"
href="http://dx.doi.org/10.1016/j.ijedudev.2011.04.005"
target="doilink">doi:10.1016/j.ijedudev.2011.04.005</a> <br>
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<p><strong>Ritesh Shah<a
href="http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VD7-52VP381-2&_user=10&_coverDate=05%2F14%2F2011&_rdoc=1&_fmt=high&_orig=gateway&_origin=gateway&_sort=d&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=76cc4aaf687352565ea121c8cfdde6f1&searchtype=a#implicit0"><sup>a</sup></a><sup>, </sup></strong></p>
<div style="display: inline;" class="articleText authorsNoEnt">
<div id="authorsAnchors" class="authorsNoEnt">
<p><sup>a</sup> Faculty of Education, University of Auckland,
Private Bag 92601, Symonds St., Auckland 1150, New Zealand</p>
</div>
</div>
<div style="display: inline;" class="articleText">
Received 19 February 2010; </div>
<div style="display: inline;" class="articleText">revised 12 March
2011; </div>
<div style="display: inline;" class="articleText">accepted 15 April
2011. </div>
<div style="display: inline;" class="articleText">Available online
14 May 2011. </div>
<br>
<div class="svAbstract">
<div style="display: inline;" class="articleText">
<h3 class="h3">Abstract</h3>
<p>Motivations to reform curriculum in post-conflict, or
post-colonial states are often driven by the need to (re)
construct a cohesive and publicly legitimated national
identity that is starkly different to that which existed
prior. This paper explores the context behind such action in
the Timor-Leste (East Timor) and some challenges which policy
makers and citizens have wrestled with in developing and
implementing the country's first post-independence primary
curriculum. The author argues that specific aspects of this
new curriculum have effectively alienated and/or divided large
segments of its population, despite a desire for the reforms
to result in a more inclusive, democratic and distinctly
“Timorese” educational system. The assertion is that the
desire to institute change rapidly after independence has in
fact hampered the ability of the reforms to constructively
serve the political and social project of nation building. The
paper cautions that education's role in promoting human
development, and reducing the triggers of conflict in this
country hang in the balance as long as this new curriculum
fails to deliver on its aspirations.</p>
</div>
</div>
<div style="display: inline;" class="articleText svKeywords">
<p><strong>Keywords: </strong>Curriculum reform; Post-conflict
education; East Timor<br>
</p>
<p>URL:
<a class="moz-txt-link-freetext" href="http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VD7-52VP381-2&_user=10&_coverDate=05%2F14%2F2011&_rdoc=1&_fmt=high&_orig=gateway&_origin=gateway&_sort=d&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=76cc4aaf687352565ea121c8cfdde6f1&searchtype=a">http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VD7-52VP381-2&_user=10&_coverDate=05%2F14%2F2011&_rdoc=1&_fmt=high&_orig=gateway&_origin=gateway&_sort=d&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=76cc4aaf687352565ea121c8cfdde6f1&searchtype=a</a><br>
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