1. Structure of the Literature Review Outline of the context-specific dilemma Global context of the dilemma Effective strategies to address the dilemma Recommendations

2. Structure of the Literature Review Outline of the context-specific dilemma Framing the question: How do the forms of educational governance, processes of curriculum policymaking, and of curriculum development contribute to either (1) exacerbate social divisions, tensions, and identity-based conflicts or (2) a shared sense of national identity and citizenship which is inclusive and respectful of diversity? (Tawil & Harley, p.6) What do we know about Afghanistan and this dilemma? In your literature review, this information may largely come from your resource person. In the case of this class, it comes from our readings. We will want to keep these contextual factors in mind as we see how our dilemma plays out in other parts of the world and what lessons can be learned from these other contexts and applied to our case of Afghanistan. Global context of the dilemma Effective strategies to address the dilemma Recommendations

3. Structure of the Literature Review Outline of the context-specific dilemma Global context of the dilemma This category is a place for outlining the scope of the dilemma and defining terms. Some issues to address: What is curriculum? Curriculum development as a political process Issues of power The negative and positive face of education (guided by curriculum) Effective strategies to address the dilemma Recommendations

4. Structure of the Literature Review Outline of the context-specific dilemma Global context of the dilemma Effective strategies to address the dilemma In class, we are looking at a limited literature but a wide range of different settings: Palestine, Bosnia and Herzegovina, Guatemala, Lebanon, Mozambique, Rwanda, and Sri Lanka. As we investigate these different settings, we need a set of questions to guide the investigation that may be more specific than our dilemma question. We are looking to determine what lessons have been learned about designing and implementing a new curriculum that promotes social cohesion. The following sub-questions can guide our investigation: –Who is involved? –What is the process of decision-making? –What form does the curriculum take? –How is the curriculum evaluated? –What contextual factors might be particularly relevant to Afghanistan Recommendations

5. Structure of the Literature Review Outline of the context-specific dilemma Global context of the dilemma Effective strategies to address the dilemma Recommendations How might the Ministry of Education in Afghanistan reasonably approach the (continued) process of curriculum development based on the literature we have reviewed?