Ideology and curriculum in social studies education: The case of Cuba
Political ideologies play a decisive role in shaping national education curricula, as governments’ ideological orientations directly influence educational policies and curricular frameworks. In this sense, social studies curricula cannot be understood merely as neutral technical instructional plans; rather, they function as ideological texts constructed in accordance with political power relations, societal priorities, and dominant ideological discourses. Accordingly, this study examines the official secondary-level curricula for Geography, History, and Citizenship Education in the Republic of Cuba, where these subjects serve as equivalents of social studies within a socialist ideological context. The data sources consist of official curriculum documents published by the Cuban Ministry of Education and retrieved from its official website (2020–2021 curriculum documents). Using document analysis as a qualitative research method, the study conducts a close reading of the curriculum texts, focusing on the objectives, thematic content, and value orientations presented in these curricula. The analysis explores how socialist ideological orientations are reflected in the curricula through themes such as citizenship values, anti-imperialist discourse, collective responsibility, and national identity. In Cuba, the education system operates as a key mechanism for the reproduction and consolidation of socialist identity and state ideology. The curricula aim to cultivate values such as collective responsibility, solidarity, peaceful conflict resolution, and socialist citizenship, thereby contributing to the formation of ideologically aligned subjectivities. From this perspective, the curricula seek not only to enhance students’ cognitive knowledge but also to construct a holistic conception of citizenship grounded in socialist values. The curricula also emphasize educating students to be productive, conscious individuals capable of critically engaging with both national and global realities and contributing to processes of social transformation. In conclusion, school curricula are important carriers of ideological messages. Therefore, social studies constitute a critical field of inquiry in which not only what should be taught but also why, how, and for whom it should be taught must be systematically examined.
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Copyright (c) 2026 Beyza Kaygısız, Fisun Bozkurt Ourila
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Article Information
- Article Type Research Articles
- Submitted January 31, 2026
- Accepted March 17, 2026
- Published March 30, 2026
- Issue Vol. 5 No. 1 (2026): Pedagogical Perspective (March)
- Section Research Articles
