Curriculum Reform in Higher Education: A Contested Space

Autor/in	Shay, Suellen
Titel	Curriculum Reform in Higher Education: A Contested Space
Quelle	In: Teaching in Higher Education, 20 (2015) 4, S.431-441 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2015.1023287
Schlagwörter	Curriculum Development; Higher Education; Educational Policy; Context Effect; Comparative Education; Conflict; Barriers; Discourse Analysis; Specialization; Knowledge Economy; Equal Education; Educational Practices; Foreign Countries; Hong Kong; South Africa + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Vergleichende Erziehungswissenschaft; Konflikt; Diskursanalyse; Arbeitsteilige Spezialisierung; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Bildungspraxis; Ausland; Hongkong; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Drawing on the theoretical and analytical tools from the sociology of education, in particular the work of Basil Bernstein and Karl Maton, the paper explores the tensions within curriculum reform discourses and how these tensions play out in different global contexts. The analysis focuses on two curriculum reform policies--Hong Kong and South Africa. On the surface the policies appear to be addressing a similar problem of inadequate schooling systems and proposing a similar solution, the restructuring of the undergraduate degree from three to four years. Drawing on the principles of temporality and specialization from Legitimation Code Theory, the analysis shows that the underlying logic for these reforms is very different. A comparison of these different logics provides insight into the highly contested space of curriculum reform and the implications for addressing inequality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01