Curriculum ecologies. Paradigmatic shifts in discourses of change in Post-Apartheid South Africa.

Autor/in	Maile, Simeon
Titel	Curriculum ecologies. Paradigmatic shifts in discourses of change in Post-Apartheid South Africa.
Quelle	Aus: Fomunyam, Kehdinga George (Hrsg.); Khoza, Simon Bheki (Hrsg.): Curriculum theory, curriculum theorising, and the theoriser. The African theorising perspective. Leiden: Brill Sense (2021) S. 148-176 PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben S. 173-176
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-90-04-44792-9; 978-90-04-44793-6; 978-90-04-44794-3
DOI	10.1163/9789004447943
Schlagwörter	Bildungsforschung; Curriculum; Curriculumentwicklung; Apartheid; Afrika; Südafrika (Staat)
Abstract	Curriculum has evolved, now embracing human struggles to domesticate the hostile and volatile natural environment. From earlier times, curriculum was used for survival; in modern times it is used for development in industrialisation. The arguments embraced shifts occurring in the curriculum in response to new challenges; and the analysis of scholarship categorisations embodied in definitional ecologies pervading the discipline. In the analysis, I adopted Ross, Mager, and Nasson's (2012) historiography frameworks. I preferred historiography because my argument questions dominant philosophical and theoretical underpinnings of curriculum discourse, which incessantly seals little existing crevices, to allow for contextual knowledge off-shoots. I began my argument with the political project which grounds curriculum discourse to historical developments of ingratiating scholarship for conforming and inclusion in the corpus and canon, and subjugating and excluding scholarship emerging and responding to local context. I used six curriculum frameworks to challenge the exclusions existing in homogenised and conformist scholarship, which chose to ignore or deliberately conceal a political project. I did not blinker my thesis with disciplinary scholarship traditions, which often limits cross-pollination of ideas. In conclusion, I discovered that the six discourses seem to interface at application level, but take different trajectories in critical theorising.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2024/1