Challenges for curriculum in a contemporary South Africa

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dc.contributor.authorLe Grange, Lesleyen_ZA
dc.date.accessioned2017-06-01T13:24:45Z
dc.date.available2017-06-01T13:24:45Z
dc.date.issued2011
dc.descriptionCITATION: Le Grange, L. 2011. Challenges for Curriculum in a Contemporary South Africa, in E. Bitzer & N. Botha (eds.). Curriculum Inquiry in South African Higher Education: Some Scholarly Affirmations and Challenges. Stellenbosch: SUN MeDIA. 79-91. doi:10.18820/9781920338671/03.en_ZA
dc.descriptionThe original publication is available from AFRICAN SUN MeDIA, Stellenbosch: South Africa.en_ZA
dc.description.abstractINTRODUCTION: Curriculum is a complex and contested terrain that is variously described based on disparate philosophical lenses through which it is viewed. When the word ‘curriculum’ is used it is generally understood as applying to school education, that is to the prescribed learning programmes of schools or more broadly to the learning opportunities provided to school learners, rather than to higher education. A survey of articles published in prominent curriculum journals such as the Journal of Curriculum Studies and Curriculum Inquiry, for instance, shows that very little space is given to articles on higher education. Ironically, the term was first used in relation to higher education rather than school education. It was Ramus, the sixteenth-century master at the University of Paris, who first worked on ‘methodising’ knowledge and teaching. It was in Ramus’s work, a taxonomy of knowledge, the Professio Regia (1576), which was published posthumously, that the word ‘curriculum’ first appears, referring to “a sequential course of study” (for more detail see Doll 2002:31). According to Doll (2002:31), Ramus’s idea of a general codification of knowledge (curriculum) flourished among universities that were strongly influenced by Calvinism, ostensibly because of their affinity for discipline, order and control.en_ZA
dc.description.versionPublisher's versionen_ZA
dc.format.extent13 pagesen_ZA
dc.identifier.citationLe Grange, L. 2011. Challenges for Curriculum in a Contemporary South Africa, in E. Bitzer & N. Botha (eds.). Curriculum Inquiry in South African Higher Education: Some Scholarly Affirmations and Challenges. Stellenbosch: SUN MeDIA. 79-91. doi:10.18820/9781920338671/03.en_ZA
dc.identifier.isbn978-1-920338-64-0en_ZA
dc.identifier.issn978-1-920338-67-1en_ZA
dc.identifier.otherdoi:10.18820/9781920338671/03
dc.identifier.urihttp://hdl.handle.net/10019.1/101680
dc.language.isoen_ZAen_ZA
dc.publisherAFRICAN SUN MeDIAen_ZA
dc.relationCurriculum Inquiry in South African Higher Education: Some Scholarly Affirmations and Challengesen_ZA
dc.relation.haspartThe University curriculum as engaging with external non-academic communities: a grounded theory inquiry approach
dc.relation.haspartA Small-Scale Classroom Research Approach to Curriculum Renewal
dc.relation.haspartAcademic Literacy as a Graduate Attribute: Implications for Thinking about 'Curriculum'
dc.relation.haspartCritical Curriculum Inquiry in an Undergraduate Visual Communication Design Programme: A Case Study Approach Through a Complexity Theory Lens
dc.relation.haspartInforming Curriculum Developments in Health Sciences: A Delphi Method Inquiry
dc.relation.haspartInquiring the Curriculum in Higher Education: A Limited (South African) Perspective
dc.relation.haspartIntroductory Chapter
dc.relation.haspartTrans-Disciplinary and Curriculum Space in Health Sciences Education Master's Programmes
dc.relation.urihttp://hdl.handle.net/10019.1/101751
dc.relation.urihttp://hdl.handle.net/10019.1/101683
dc.relation.urihttp://hdl.handle.net/10019.1/101679
dc.relation.urihttp://hdl.handle.net/10019.1/101681
dc.relation.urihttp://hdl.handle.net/10019.1/101676
dc.relation.urihttp://hdl.handle.net/10019.1/101678
dc.relation.urihttp://hdl.handle.net/10019.1/101673
dc.relation.urihttp://hdl.handle.net/10019.1/101604
dc.relation.urihttp://hdl.handle.net/10019.1/101674
dc.rights.holderAFRICAN SUN MeDIAen_ZA
dc.subjectCurriculum change -- South Africaen_ZA
dc.subjectEducation, Higher -- Curricula -- South Africaen_ZA
dc.subjectEducation -- Study and teaching (Higher) -- South Africaen_ZA
dc.titleChallenges for curriculum in a contemporary South Africaen_ZA
dc.typeChapters in Booksen_ZA
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