Curriculum Studies in South Africa: Intellectual Histories & Present Circumstances

264 Pages·2010·3.73 MB·English

by  William F. Pinar (eds.)

Curriculum Studies in South Africa
C S S A
URRICULUM TUDIES IN OUTH FRICA
I H & P
NTELLECTUAL ISTORIES RESENT
C
IRCUMSTANCES
Edited by
WILLIAM F. PINAR
CURRICULUM STUDIES IN SOUTH AFRICA
Copyright © William F. Pinar, 2010.
Softcover reprint of the hardcover 1st edition 2009 978-0-230-61508-3
All rights reserved.
First published in 2010 by
PALGRAVE MACMILLAN®
in the United States—a division of St. Martin’s Press LLC,
175 Fifth Avenue, New York, NY 10010.
Where this book is distributed in the UK, Europe and the rest of the world,
this is by Palgrave Macmillan, a division of Macmillan Publishers Limited,
registered in England, company number 785998, of Houndmills,
Basingstoke, Hampshire RG21 6XS.
Palgrave Macmillan is the global academic imprint of the above companies
and has companies and representatives throughout the world.
Palgrave® and Macmillan® are registered trademarks in the United States,
the United Kingdom, Europe and other countries.
ISBN 978-1-349-37873-9 ISBN 978-0-230-10550-8 (eBook)
DOI 10.1057/9780230105508
Library of Congress Cataloging-in-Publication Data
Curriculum studies in South Africa : intellectual histories & present
circumstances / edited by William F. Pinar.
p. cm. — (international and development education)
Includes bibliographical references and index.
1. Curriculum planning—South Africa. 2. Education and state—
South Africa. I. Pinar, William.
LB1564.S65C87 2010
375(cid:2).0010968—dc22 2009034118
A catalogue record of the book is available from the British Library.
Design by Newgen Imaging Systems (P) Ltd., Chennai, India.
First edition: February 2010
10 9 8 7 6 5 4 3 2 1
Contents
List of Figures and Tables vii
Series Editors’ Introduction ix
Abbreviations xi
Introduction 1
William F. Pinar
1 “ What to Teach the Natives”: A Historiography of
the Curriculum Dilemma in South Africa 19
Crain Soudien
2 Drawing the Line in Post-Apartheid Curriculum Studies 51
Wayne Hugo
3 From Response to Theorizing: Curriculum Genesis in
South Africa from the Perspective of Critical
Incidence Autoethnography 107
Labby Ramrathan
4 Tribes and Territory: Contestation around
Curriculum in South Africa 125
Ursula Hoadley
5 S outh African Curriculum Studies: A Historical
Perspective and Autobiographical Account 177
Lesley Le Grange
6 Toward Authentic Teaching and Learning in
Post-Apartheid South Africa: In Defense of Freedom,
Friendship, and Democratic Citizenship 201
Yusef Waghid
7 On the Internationalization of Curriculum Studies 221
William F. Pinar
vi CONTENTS
Epilogue: Final Word 243
Lesley Le Grange
Contributors 247
Index 249
Figures and Tables
Figures
2.1 I ntrinsic and Extrinsic Primitive Distinctions in
Curriculum Studies 52
2.2 Intensional and Extensional Forms of Hierarchy 70
2.3 Four Quadrant Model 74
2.4 Four Theoretical Languages of the Quadrant Model 83
2.5 One Type of Optimal Pedagogy for the Poor 91
2.6 Using Counters to Do Basic Maths 95
2.7 Formalized Strategies for Subtraction 95
2.8 E lementary Building Blocks for Curriculum Studies in
Post-Apartheid South Africa 98
Tables
2.1 Basic Classification and Framing Variables 89
2.2 Strong and Weak Classification and Framing Relations 89
2.3 Possible Classification and Framing Relationships
Given 6 Variables 90
4.1 Headcount Education Enrolments Per University 2005 127
4.2 Disciplinary Groupings and the Nature of Knowledge 129
Series Editors’ Introduction
John N. Hawkins and W. James Jacob
Having contributed a long line of books and scholarly works on curricu-
lum studies, it is a pleasure to add a volume by William F. Pinar to the
International & Development Education Series. Curriculum Studies in
South Africa: Intellectual Histories & Present Circumstances presents a case
study of South Africa and its often controversial issues related to educa-
tion. A historical overview is interwoven throughout the text as the senior
contributors touch upon issues such as post-apartheid curriculum studies,
critical incidence autoethnography, and the need for authentic teaching
and learning.
In an orchestrated and historical dialogue, Pinar assigns each contribu-
tor with the charge to provide a critical review of the South African curric-
ulum context. A focus on the “internationalization” rather than the
“globalization” of the curriculum is a distinction the editor highlights in
the preface. The internationalization dialogue extends beyond the con-
tributors of the volume to include two international scholars, Hongyu
Wang of China and Elizabeth Macedo of Brazil, who engage the six South
African scholars with a series of questions and commentary, which is sum-
marized by Pinar in chapter 7. A critical stance against colonial and neoco-
lonial influences of curriculum meddling are addressed from a variety of
historical and contemporary perspectives. How to pursue an effective
international dialogue—by learning with and not necessarily from inter-
national examples—in curriculum studies while maintaining an educa-
tion unique to the needs of South Africa is a challenge highlighted in this
volume. With a population and economy that has been hit hard by the
HIV and AIDS as well as the recent global economic crisis, South Africa is
distinctive in theory and practice with respect to curriculum studies in the
contemporary and post-Apartheid society. Home to the world’s largest
number of AIDS orphans, South Africa is facing unique curricular issues
inherited from previous South African generations and not necessarily
x SERIES EDITORS’ INTRODUCTION
comparable to most other national contexts. Curriculum studies for South
Africa remains at the forefront of sustained political, economic, and psy-
chosocial change. Pinar and his colleagues address many of these issues in
this compelling addition to the International & Development Education
Series.
Abbreviations
ANC African National Congress
APN Academic Policy Network
BAGET Bachelor of General Education and Training
BPaed Bachelor of Paedagogy
CHE Council on Higher Education
CNE Christian National Education
COTEP Committee on Teacher Education Policy
CUMSA Curriculum Model for South Africa
C2005 Curriculum 2005
DAS Development Appraisal System
DoE Department of Education
EASA Education Association of South Africa
FET Further Education and Training
FP Fundamental Pedagogics
GET General Education and Training Phase
HEQC Higher Education Quality Committee
HDE Higher Diploma in Education
HIV/AIDS H uman Immunodeficiency Virus/Acquired Immune
Deficiency Syndrome
IKS Indigenous Knowledge System
INSET In-Service Education of Teachers
IQMS Integrated Quality Management System
IWC Integrated World Capitalism
MEd Master of Education
Natsoc Naturalist Society
NCS National Curriculum Statements
NECC National Education Crisis Committee
NECC National Education Co-ordinating Committee
NEF New Education Fellowship
NEPI National Education Policy Initiative
NQF National Qualification Framework