https://orcid.org/0000-0002-6407-8515
![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
ABSTRACT
This article explores local, national and global aspects of the new national curriculum in South Sudan as reflected in the lived experiences of secondary school teachers. We draw on analyses of the curriculum, semi-structured interviews with 21 secondary school teachers, and classroom observations. We emphasize the need for critical global citizenship education addressing inequity and oppression at national and global levels. We argue that the curriculum rhetoric fostering global citizens is strongly disconnected from the lived experiences of the teachers, where ethnicity is at the centre of their identity and a main obstacle to a unifying national identity and citizenship.
7. Acknowledgements
The authors are grateful for the support from the Open GATE (Global Awareness in Teacher Education) programme. The support made the collaboration between institutions possible.
8. Disclosure statement
No potential conflict of interest was reported by the authors.
Correction Statement
This article has been republished with minor changes. These changes do not impact the academic content of the article.
Notes
1 On 2 October 2015, South Sudan President Salva Kiir released Establishment Order 36/2015 AD to increase the number of states from 10 to 28 (Mayom, Citation2015).
2 The research was approved at both the national and state level in South Sudan as well as by the Norwegian Center for Research Data (NSD) and all of the participants provided consent.
3 The research was a George Mason University Institutional Research Board (IRB) approved, unfunded qualitative study. Consent was received for all participants and research sites.
4 The Kakwa are one of the 64 tribes in South Sudan.