Curriculum studies: visions and imaginings
Saved in:
| Other Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Pinelands, Cape Town
Pearson
2014
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| Subjects: | |
| Online Access: | Inhaltsverzeichnis Klappentext |
| Physical Description: | xi, 207 pages illustrations 24 cm |
| ISBN: | 9781775788775 1775788776 |
Staff View
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Record in the Search Index
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CONTENTS
á
Introduction.1
Petro du Preez and Chris Reddy
Engaging the disciplinary context through vision and imaginings.1
References.9
Chapter 1: Curriculum: Exploring an ever-changing landscape.11
Chris Reddy
Introduction.11
Tracing the origins of curriculum and influences that shaped the construct.! 1
Curriculum: one construct; many meanings.! 2
Curriculum studies/inquiry: perspectives and approaches.14
Curriculum and knowledge.19
Curriculum in practice.21
Curriculum policy and systems.22
Curriculum: implementation and regulation.24
Conclusion.26
References.28
Chapter 2: Looking back on curriculum reform in South Africa
and beyond.32
Shan Simmonds
Introduction.32
Curriculum history.32
National curriculum in South Africa pre-1994.34
Curriculum reform post-1994.35
Curriculum reform: challenges, critiques and contestations.49
Beyond curriculum as policy and practice: towards curriculum as inquiry.52
Conclusion.53
References.53
Chapter 3: Curriculum and ideology.56
Anne Becker and Petro du Preez
Introduction.56
Ideology.56
The relation curriculum and ideology.57
Embedded assumptions in curriculum.60
Marketisation of education.61
Post-apartheid curriculum.68
Conclusion.72
References.73
Chapter 4: Curriculum and moral debates: On virtue education and
multicultural integration.76
Yusef Waghid
Introduction.76
Virtue education and the myths of paternalism, conservatism and
individualism.77
Multicultural integration as constitutive of educational experience.81
Towards a curriculum of multicultural integration.82
Conclusion.89
References.89
Chapter 5: Curriculum development: processes and contexts.91
Geesje van den Berg
Introduction.91
Defining curriculum development.92
The influence of curriculum design on curriculum development.93
Different approaches to curriculum development.95
Curriculum as socially constructed.105
Curriculum making: some visions and imaginations.106
Conclusion.107
References.107
Chapter 6:Teaching, learning and curriculum resources.110
Tony Mays
Introduction.110
What kinds of assumptions are we talking about?.111
How do assumptions shape practice?.120
Teaching and learning resources.123
How are OER different from other resources?.124
Why engage with OER?.125
Curriculum, technology and e-learning.127
Conclusion.129
References.130
Chapter 7: Curriculum and assessment.134
Peter Beets
Introduction.134
Curriculum and curriculum development in South Africa.136
Making the link with assessment.137
The danger of systemic testing.139
Assessment for different purposes.140
Balanced assessment for more effective curriculum delivery.152
Conclusion.153
References.154
Chapter 8: Curriculum leadership in South African schools.157
Clarence Williams
Introduction.157
Theoretical framework.158
Curriculum leadership in South African schools pre-1994.160
Curriculum leadership in South African schools post-1994.163
A possible way forward: Enabling curriculum leadership through
action research.167
Conclusion.173
References.174
Chapter 9: Reimagining curriculum evaluation.177
Petro du Preez
Introduction.177
The culture that machined curriculum evaluation.178
Circulating and breaking with the signs that traditionally code
curriculum evaluation.180
Changing images of curriculum evaluation.182
Reimagining curriculum evaluation.188
Conclusion.192
References.193
Conclusion: Imaginative reflections and future possibilities for
curriculum and Curriculum Studies.195
Petro du Preez and Chris Reddy
References.200
Index.201
South Africa’s education system has changed drastically over the course of two decades, with
curriculum seen as the lever to effect change. Major shifts in curriculum have transformed
education from an oppressive and unequal system to an integrated, well-documented system
that reflects a negotiated, mediated set of values.
Curriculum Studies: Visions and Imaginings describes and evaluates the role players and
movements that negotiate curriculum, the different education goals and strategies that
mediate curriculum, and the values and beliefs that drive curriculum content. Each chapter
represents a unique voice or snapshot on a curriculum perspective relevant to South African
scholars and students.
The book views curriculum through a visionary and imaginative lens, proposing ways of doing
that might enhance curriculum implementation and thus education experiences in South
African education institutions.
But, is this not yet another curriculum book in a period of prolific educational research?
While the introductory chapters draw on the Western heritage of curriculum, this collection
of curriculum debates lifts out contrasting and complementary personal and contextual
perspectives on curriculum.
Curriculum Studies: Visions and Imaginings is essential reading for researchers and
postgraduate students. It is at once a history and a synthesis of current thinking, but it leaves
readers with a hopeful vision and a series of uncertainties and unanswered questions that
require further research.
“This text is a celebration of the many levels of curriculum reconstruction that need to
be addressed concurrently: linking local, global, technological, philosophical, political,
ideological and pedagogical matters. Rather than adding to the litany of complaints about the
education system and the curriculum, this book offers comprehensive imaginative visioning
of education and collaborative action. Rooted in its unique historical South African context,
it offers branches of insight for transformative thinking in the broader field of Curriculum
Studies.” Michael Samuel, Professor, School of Education, University of KwaZulu-Natal
About the contributors
Petro du Preez (North-West University) and Chris Reddy (University of Stellenbosch) have lead
a team of established and emerging authors from various South African institutions.
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| spellingShingle | Curriculum studies visions and imaginings Erziehung Bildungssystem (DE-588)4069467-7 gnd Lehrplanentwicklung (DE-588)4074112-6 gnd Schule (DE-588)4053474-1 gnd Curriculumplanung (DE-588)4148410-1 gnd |
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| title | Curriculum studies visions and imaginings |
| title_auth | Curriculum studies visions and imaginings |
| title_exact_search | Curriculum studies visions and imaginings |
| title_full | Curriculum studies visions and imaginings edited by P du Preez, C Reddy |
| title_fullStr | Curriculum studies visions and imaginings edited by P du Preez, C Reddy |
| title_full_unstemmed | Curriculum studies visions and imaginings edited by P du Preez, C Reddy |
| title_short | Curriculum studies |
| title_sort | curriculum studies visions and imaginings |
| title_sub | visions and imaginings |
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