Article review by :Eva Noviana Budiyanti Introduction Below is a review of a research paper that has been written by E.D.

Nakpodia who is working on Department of Education Administration and Policy Studies in Delta State University Nigeria. The paper explains about Culture and Curriculum Development in Nigerian Schools, and it had been accepted in African Journal History and Culture (AJHC) 2009. However, the paper attempts to examine the influence of culture on curriculum development in Nigerian schools. The writer mentioned that the curriculum is a indication of what people in the society feel, believe and do and what the society feel, believe and do is their culture. Thus, the writer focused the paper on the effect of cultures based on beliefs, values, routines, and customs, and related to curriculum development. Summary The article concern to examine whether culture in Nigeria could influence the curriculum development and the area that was focused by the writer is Negiria. However, the paper attempts to answer the following questions: 1. Has curriculum in Nigeria any connection with culture of the society? 2. Is there curriculum in the schools based on culture The article mentions whether a curriculum is in any way connected with culture or not, it could be seen by the components and programs that mention when develop a curriculum. However, the article attempts to make evidently the culture that is intended in this paper by giving more definitions. Furthermore, the fundamental aspects of culture as it influences curriculum in Nigerian school include belief, values, routines and customs.

The paper focuses on the meaning and classification of culture, the diagnosis of curriculum development, influence of culture on childrens learning, the context of curriculum development, and agencies in educative process and curriculum development. Whereby, the explanation of each focusing does not relate to Nigeria condition. In order to identify whether curriculum any connection with culture, the employee (educators) should understand well with phenomena of family, masjid, peer groups and community life. The writer believes that the culture is no static; it follows the change of education in the society. Thus, culture is modified trough education and it is obvious that curriculum has a firm bases on culture since culture is substance of education. To conclude, the article used conceptual approach. It means the paper is refer to empirical evidence but do not provide the detailed analysis of that evidence. It can be showed trough the writer explanation about culture which determine the content of curriculum in Nigerian schools, he did not give the detail analysis and evidence about this context. Critique
In order to criticize the paper, the contents that comes up in this paper is a good concept that could be guides for educator to analyze the aspects, which want to use to aid when develop a curriculum. The writer has given more explanation about culture itself, in fact that could bring understanding what kinds of culture that is influenced education. The systematic of writing that was showed by the writer is great. It might lead the reader simply to understand the paper, which is descriptive paper. However, some mistakes come up in this paper. One of the mistake is the writer did not mention the names of researches, which is supposed to put it.

The other weakness that was found is the writer more described the content without give a sample that relates to condition or situation in Nigeria. For instance, in the part of cultural determinants of the content of curriculum in Nigerian schools. It can be seen in this part, the writer did not give samples that illustrate the culture that determines the curriculum in Nigeria, the writer just repeat about general content of culture it is not culture in Nigeria. One of the faults that has seen in this paper is disappearance the content from discussion, which it should be in the context. The content that is disappearing is Juvenile delinquency on the part of agencies in the educative process and curriculum development. However, there is any confusion in terms of explanation that was given by the writer about definition of beliefs. Beliefs which is parts of culture in the writer perception is something that relate to the myth, it can be seen by the examples that were given in the paper. As known, the belief that relates to curriculum development is referring to religion (Wiles and Bondi, 2002). The writer always studies over again about definition and the context of culture that could not relate to the local area. In order to give suggestion, the writer should focus on what the objectives want to face. Further, the writer should give more samples that relate to condition of the area that has studied. The last is the writer should give the reality of programs in the schools that might show the effect from culture rather than theories. The writer should give his own ideas about definition of the culture, which use in curriculum developments especially for Nigerian schools. The writer just describes it based on the people arguments.

.Conclusion Teacher use the culture on the school curriculum is to help students to make satisfactory adjustments and the writer argued that the culture affect to curriculum development in Nigerian schools. The culture that is intended by the writer relates to beliefs, values, routines and customs.

The writer believes that there can be no education without culture because education is a process that lends continuity and meaning to lives. However, the culture can be identified in the curriculum development trough the programs or activities of study. References Wiles J, Bondi J (2002). Curriculum Development; A Guide to Practice. Landon: Aben and Howell with Spenia Needs Warri: COEWA Publishers.