Curriculum Tinkering in Situations of Crises and Inequalities: The Case of South Africa

Autor/inn/en	Amin, Nyna; Mahabeer, Pryah
Titel	Curriculum Tinkering in Situations of Crises and Inequalities: The Case of South Africa
Quelle	In: Prospects, 51 (2021) 1-3, S.489-501 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Amin, Nyna) ORCID (Mahabeer, Pryah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-021-09564-8
Schlagwörter	Foreign Countries; Curriculum Development; COVID-19; Pandemics; National Curriculum; Curriculum Implementation; Curriculum Design; Educational Strategies; Educational Change; Equal Education; Relevance (Education); Teacher Education; Teaching Skills; Skill Development; Administrators; Personnel Selection; Selection Criteria; Disease Control; Prevention; Distance Education; Teacher Student Ratio; South Africa + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrplangestaltung; Lehrstrategie; Bildungsreform; Relevance; Relevanz; Lehrerausbildung; Lehrerbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kompetenzentwicklung; Qualifikationsentwicklung; Personalauswahl; Personalentscheidung; Selection criterion; Auslesekriterium; Prävention; Vorbeugung; Distance study; Distance learning; Fernunterricht; Lehrer-Schüler-Relation; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article interrogates a curriculum recovery plan designed to obviate the loss of time due to the national response to the COVID-19 pandemic. In particular, it analyses two strategies, the first to overcome time lost and the second, to reorganize the curriculum. A description of the landscape of inequalities in South Africa serves as a conceptual and analytical framework. The article deploys the curriculum recovery plan as "data". It interrogates two strategies of the recovery plan: namely, curriculum trimming and curriculum reorganization. A major finding is that the strategies recommended in the recovery plan intensify economic stratification. Immediate, short-term, and long-term actions for reducing inequalities include excising irrelevant curricula, upskilling teachers, and reconsidering the criteria for the appointment of school leaders. Furthermore, disease-prevention strategies and social-distancing measures, which lower the teacher-student ratio, are viable solutions to reduce teacher burdens in overcrowded classrooms and to improve student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01