Teachers’ role in the development of EFL curriculum in Saudi Arabia: The marginalised status

What is it about?

This paper reports the findings of a small-scale critical study conducted in the KSA among Saudi EFL government school teachers. The study investigated the issue of teachers’ marginalisation in the curriculum development process with the aim of problematising power relations in the KSA education system and raise Saudi teachers’ awareness of their current status. It is hoped that the current study can be effective in raising teachers’ awareness on the issue of marginalisation and also trigger further critical scholarship in this issue as critical studies have seldom been conducted in the context of the KSA.

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Why is it important?

Despite the many attempts to reform the curriculum, due to the centralised nature of the KSA education system and the neglect of teachers’ roles in curriculum development, the MOE has hitherto failed to design an appropriate EFL curriculum. Hence, it is highly recommended that the MOE take into consideration the importance of involving all educational stakeholders in general and teachers in particular. Likewise, teachers should attempt to take the lead to empower themselves and take part in curriculum development.

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