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Sociocultural approaches to curriculum development within an outcomes-based education and training system in South Africa

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dc.contributor.author Chisin AV en
dc.date.accessioned 2016-09-22T06:35:06Z
dc.date.available 2016-09-22T06:35:06Z
dc.date.submitted 2003 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/5678
dc.description.abstract This thesis covers the post-apartheid education period in South Africa, from the mid 1990s to the present day. It is concerned with the social transformative capacity of outcomes-based education and training. The thesis argues that there is potential to combine outcomes-based education and training within a sociocultural framework where curriculum is constructed as contextualised social practice. In this way, it is possible to promote equity at the Cape Technikon, a higher education institution in that country. The shift in educational practice is demonstrated through the application of this approach to a design curriculum framework, where pre-democracy exclusive educational practices are replaced by post-democracy inclusive practices where learners' identities and cultures are acknowledged and invoked, to shape the learning experience. The thesis investigates how curriculum plays out as a microcosm of national political ideals. This investigation is based upon dialogue with educators and policy-makers who have all contributed to education and social change in South Africa and surveys conducted with learners, parents and textile industry informants. Literature informing the thesis is drawn from the post-modern genre, but also draws on post-structuralist theories of social and cultural reproduction. It proposes that curriculum practices at the Cape Technikon can be informed by three principles of indigeneity, inclusivity and restoration which may be enacted through the recognition of identity and culture in teaching practices, through the promotion of dialogue among stakeholders and through the application of RPL and modularisation. The thesis concludes that sociocultural approaches sit comfortably alongside OBET-based curricula, enriching higher education curricula and promoting equity. en
dc.language English en
dc.subject Education en
dc.subject Curriculum planning (from primary to secondary level) en
dc.subject Education en
dc.subject Sociopedagogics (from primary to secondary level) (from primary to secondary level) en
dc.title Sociocultural approaches to curriculum development within an outcomes-based education and training system in South Africa en
dc.type Masters degree en
dc.description.degree MEd en


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