Literaturnachweis - Detailanzeige
| Autor/inn/en | Molapo, Moyahabo Rodgers; Pillay, Venitha |
|---|---|
| Titel | Politicising Curriculum Implementation: The Case of Primary Schools |
| Quelle | In: South African Journal of Education, 38 (2018) 1, Artikel 1428 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Molapo, Moyahabo Rodgers) ORCID (Pillay, Venitha) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0256-0100 |
| Schlagwörter | Curriculum Implementation; Elementary School Curriculum; Politics of Education; Grade 3; Teacher Surveys; Qualitative Research; Interviews; Educational Resources; Educational Opportunities; Faculty Development; Documentation; Fidelity; Foreign Countries; Observation; South Africa |
| Abstract | Since 2012, the Curriculum Assessment Policy Statements (CAPS) comprise the new National Curriculum Statement currently implemented in South African schools. CAPS encapsulates a series of radical curriculum changes since the dawn of a new democratic dispensation in 1994. This study aims to understand how Grade Three educators in Limpopo, South Africa, approach the implementation of the most recent CAPS. The analysis of data revealed inconsistencies between the 'optimistic' view of the Department of Basic Education (DBE) to improve curriculum implementation despite continuously changing the curriculum, and the 'pessimistic' scenario where educators consistently refer to obstacles to curriculum implementation. Respondents suggested that CAPS implementation is hampered by inadequate training of educators, a lack of resources, and too much paperwork. The study points to the politicisation of implementation signalled through educators' dissatisfaction with the DBE and their positive view of trade unions. This article argues that in the highly politicised education context of South Africa, curriculum implementation takes a back seat to institutional and individual political machinations. (As Provided). |
| Anmerkungen | Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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