Reflecting on the nature of Curriculum Inquiry in South Africa 2010 –2021

Bertram, Carol

doi:10.1007/s41297-022-00157-9

Cited by 5 publications

(5 citation statements)

References 28 publications

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“…Mbembe (2015), and Ajani (2022) assert that this curriculum is oppressive, suppressive, and hegemonic deterring students from thinking outside the knowledge frame. Similarly, Jansen (2019), Bertram (2022), and Le Grange (2023) call for radical decolonisation of the higher education curricula to decolonise knowledge, so that different kinds of knowledge space can be created to eradicate inequalities.…”

Section: Decolonisation Of Teacher Education Curriculum In South Africamentioning

confidence: 99%

“…Smith (1999) as well as Mede (2017), argues that despite the Western philosophy being appropriated by African experiences and traditions, the whole Western education has to be redefined and interrogated. Nakata, Nakata, Keech, and Bolt (2012), Le Grange (2019), and Bertram (2022) point to the need to address the fact that appropriated knowledge production in Western philosophy misrepresents IKS and neglects other forms of knowledge from indigenous realities. Paraskeva (2011) and Jansen (2019) admit that Eurocentric knowledge has succeeded in entrenching Western epistemologies at the core knowledge of the curriculum.…”

Section: Fostering Equity and Inclusivity Through Social Justicementioning

confidence: 99%

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Decolonisation of Pre-Service Teacher Education Curriculum for Equity and Social Justice in Higher Education

Oluwatoyin Ayodele Ajani

2023

RS Global - IJITSS

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The transition from apartheid to democracy came with high expectations for a speedy transformation. The education system in South Africa before 1994 was rooted in segregation and inequality among the social groups that exist in South Africa. Hence, the education system post-independence has endeavoured to provide not only physical access but also epistemological access to learning for all students. Therefore, the fundamental purpose of education is to provide an impartial and comprehensive curriculum. Pre-service teacher education is a critical component of higher education in any country. Thus, the provision of teacher education within institutions of higher learning is a crucial societal force capable of advancing a curriculum that is transformative and grounded in a framework of social justice. The objective of this research is to enhance the potential for decolonising pre-service teacher education to promote equity and inclusivity, utilising social justice. The curriculum in question revitalises social justice that prioritises the significance of the individual aspects of pedagogy, the politics of diversity, and the correlation between pedagogy and agency. The utilisation of literary voices in teacher education was deemed a valuable approach in examining the potential of social justice theory as coined by Rawls (1971), to contribute to a more inclusive and equitable teacher education curriculum, guided by transformative principles for pre-service teachers. A systematic literature review of various literature sources revealed that the integration of novel concepts and topics into teacher education is critical for transformation. The integration of indigenous knowledge, history, and languages into teaching and learning will critically engage students in knowledge, power, and being. Thus, the transformative curriculum through social justice will enhance parity and inclusiveness in the delivery of educational curricula. This research contributes to the discourse on the decolonisation process for higher education, which has long been predominantly framed in Eurocentric pedagogy in South Africa. Hence, an alternative viewpoint on pre-service teacher education curriculum calls for decolonisation using social justice theory.

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Section: Decolonisation Of Teacher Education Curriculum In South Africamentioning

confidence: 99%

Section: Fostering Equity and Inclusivity Through Social Justicementioning

confidence: 99%

Decolonisation of Pre-Service Teacher Education Curriculum for Equity and Social Justice in Higher Education

Oluwatoyin Ayodele Ajani

2023

RS Global - IJITSS

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“…Curriculum theorising is one of the fundamental avenues through which theoretical knowledge is generated in the field of curriculum studies. Curriculum scholars in South Africa have made significant contributions in shaping South Africa's transition into democracy whilst acknowledging the urgency of creating a socially just education system for all (Bertram, 2022). The #Mustfall movement of 2016 in which students call for the decolonisation of the curriculum has demonstrated the insufficiency or the need for scholarly engagement in the theorising of curriculum implementation in South Africa's schools.…”

Section: Theorising Curriculum Implementationmentioning

confidence: 99%

“…The implementation of knowledge in this perspective emphasises four interrelated curriculum elements that cumulate to planning for teaching, the purpose for teaching, the designing and organisation of learning activities, and the evaluation progress towards achieving the purpose for teaching. Curriculum implementation in this perspective should be visible and explicitly evaluated and the experiences of learners are not foregrounded although they are important to facilitate learning (Bertram, 2022). The illustrative text of the reconceptualist perspective Education Studies for Initial Teacher Education (Ramrathan et al, 2017) focused on an autobiographical, lived, and storied practice as multiple discourses and complicated conversations (Pinar, 2012).…”

Section: Theorising Curriculum Implementationmentioning

confidence: 99%

“…Le Grange (2018, p. 4) criticises the structuralist approach to curriculum by arguing that the "field of curriculum studies in South Africa has been characterised by a focus on banal matters related to the national curriculum: the merits and demerits of outcomesbased education; assessment; classroom pedagogy… [rather than] the concepts internationalising, indigenising, decolonising, and Africanising". The selection of knowledge into the curriculum should reflect contestations and pluralism in knowledge and foreground learners' experiences (Bertram, 2022). The social attributes of knowledge in this perspective should constitute curriculum implementation.…”

Section: Theorising Curriculum Implementationmentioning

confidence: 99%

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Rethinking curriculum implementation in time of COVID-19 and beyond: lessons learnt from rural science teachers

Doh Nubia,

Blignaut

2023

Curric Perspect

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The COVID-19 pandemic has influenced the way teaching and learning is carried out in South African schools. Policy decisions to curb the spread of the virus were superficially conceived as a health problem as opposed to an understanding of the interconnectedness of education in society. For teaching and learning to continue, schools were compelled to either rotate their learners or embrace remote teaching. Irrespective of the numerous curriculum reforms, curriculum implementation in South Africa has been in a moribund state with little attention given to rural science teachers. In this article, we explore how science teachers in rural areas implemented the curriculum during the COVID-19 pandemic and what lessons could be learnt from their experience to foster the curriculum implementation discussion in South Africa. We used a qualitative research approach and phenomenology as our research methodology. Nine rural science teachers were purposively selected for a semi-structured interview. An interpretative phenomenological analysis was used to analyse the data. Our findings revealed that the government’s response to the pandemic appeared to have overlooked already existing fundamental problems associated with curriculum implementation in rural areas. We learnt in this study that curriculum implementation is narrowly conceived as a classroom pedagogic exercise. As an implication, there is a need for curriculum implementation reforms in South Africa, one that would consider contextual curriculum theorising and the experiences of rural science teachers.

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Engineering in grades 1–9 science education standards from China

Wan,

Lee

2023

Sci & Educ

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Reflecting on the nature of Curriculum Inquiry in South Africa 2010 –2021

Cited by 5 publications

References 28 publications

Decolonisation of Pre-Service Teacher Education Curriculum for Equity and Social Justice in Higher Education

Decolonisation of Pre-Service Teacher Education Curriculum for Equity and Social Justice in Higher Education

Rethinking curriculum implementation in time of COVID-19 and beyond: lessons learnt from rural science teachers

Engineering in grades 1–9 science education standards from China

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