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A re-examination of key curriculum debates and directions in South Africa

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dc.date.accessioned 2021-03-30T14:15:07Z
dc.date.available 2021-03-30T14:15:07Z
dc.date.issued 2021-03-30 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/15945
dc.description.abstract The key issue with which the South African debate around curriculum reform has been concerned, as has been the case in many countries around the world, is what should be at its core. There is agreement in this debate that the curriculum should deal with South Africa's apartheid legacy of exclusion and that it should prepare young people for the complexity of living in a new modern world order. There is little agreement, however, about what counts as valuable knowledge for meeting these purposes. In the process, as the new curriculum has been developed and revised, multiple schools of thought have emerged. Two, however, have taken clear form: social realism and social constructivism. The former took issue with what they described as post-modern relativism in the new curriculum. The target of their critique was the lost opportunity to affirm the importance of what they called "powerful knowledge". The new curriculum manifested a susceptibility, in its weak delineation of the boundaries of different disciplines, to the prominence of everyday knowledge. What children needed to learn was powerful knowledge that contained understandings of the deep grammars, restricted codes, and specialist areas of knowledge. In response, constructivists argued, through concepts such as "funds of knowledge" that South African children inhabited a world of multiple knowledges and that it was important that they were able to valorize the legitimacy of these knowledges, including indigenous forms, in their formal learning experiences. The debate is ongoing and reaches into the heart of policymaking in South Africa. en
dc.format.medium Print en
dc.publisher Oxford University Press en
dc.subject CURRICULUM en
dc.subject CURRICULUM DEVELOPMENT en
dc.subject EDUCATION en
dc.subject SOUTH AFRICA en
dc.title A re-examination of key curriculum debates and directions in South Africa en
dc.type Journal Article en
dc.description.version Y en
dc.ProjectNumber NA en
dc.Volume March en
dc.BudgetYear 2020/21 en
dc.ResearchGroup Office of the CEO en
dc.SourceTitle Oxford Research Encyclopedias en
dc.ArchiveNumber 11923 en
dc.URL http://ktree.hsrc.ac.za/doc_read_all.php?docid=23927 en
dc.PageNumber Online en
dc.outputnumber 11068 en
dc.bibliographictitle Soudien, C.A. & Chisholm, L. (2021) A re-examination of key curriculum debates and directions in South Africa. <i>Oxford Research Encyclopedias</i>. March:Online. en
dc.publicationyear 2021 en
dc.contributor.author1 Soudien, C.A. en
dc.contributor.author2 Chisholm, L. en


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