Pursuing a problematic-based curriculum approach for the sake of social justice

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dc.contributor.authorZipin, Lewen_ZA
dc.date.accessioned2019-02-14T14:10:57Z
dc.date.available2019-02-14T14:10:57Z
dc.date.issued2017
dc.descriptionCITATION: Zipin, L. 2017. Pursuing a problematic-based curriculum approach for the sake of social justice. Journal of Education, 69:68-92.en_ZA
dc.descriptionThe original publication is available at https://journals.ukzn.ac.za/index.php/joe/en_ZA
dc.description.abstractThis article envisions, and argues for, what I call a problematic-based curriculum approach (PBCA) in which students work with/on knowledge in relation to local lifeworld problems that matter. In the process, students and teachers would extend curriculum work beyond school walls, engaging with diverse knowledgeable actors – ‘lay’ and ‘expert’ – in relation to mattering problems. In outlining PBCA, I draw significantly on Vygotskyan thought, including the Funds of Knowledge approach to curriculum design, and on Isabelle Stengers’ pragmatist arguments for a proactive politics of knowledge in which ‘expertise’ proliferates. The article also contrasts PBCA with the Social Realist approach to curriculum (SR) that underpins South Africa’s Curriculum and Assessment Policy Statements (CAPS). In this contrast, I argue that SR/CAPS is re-formative, whereas CPBA would be trans-formative in Nancy Fraser’s sense of “chang[ing] the deep grammar” that frames curriculum, towards robust and vitally needed social-educational justice.en_ZA
dc.description.urihttps://journals.ukzn.ac.za/index.php/joe/article/view/426
dc.description.versionPublisher's versionen_ZA
dc.format.extent26 pagesen_ZA
dc.identifier.citationZipin, L. 2017. Pursuing a problematic-based curriculum approach for the sake of social justice. Journal of Education, 69:68-92en_ZA
dc.identifier.issn2520-9868 (online)
dc.identifier.issn0259-479X (print)
dc.identifier.urihttp://hdl.handle.net/10019.1/105417
dc.language.isoen_ZAen_ZA
dc.publisherUniversity of KwaZulu-Natalen_ZA
dc.rights.holderAuthors retain copyrighten_ZA
dc.subjectEducation -- Curricula -- South Africaen_ZA
dc.subjectVygotskiĭ, L. S. (Lev Semenovich), 1896-1934en_ZA
dc.subjectSocial justice and educationen_ZA
dc.subjectCurriculum change -- South Africaen_ZA
dc.titlePursuing a problematic-based curriculum approach for the sake of social justiceen_ZA
dc.typeArticleen_ZA
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