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| Autor/in | Taylor, Nick |
|---|---|
| Titel | "Anything but Knowledge" The Case of the Undisciplined Curriculum. |
| Quelle | (2001), (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Constructivism (Learning); Curriculum Development; Educational Discrimination; Educational Policy; Elementary Secondary Education; Equal Education; Foreign Countries; Politics of Education; Poverty; South Africa |
| Abstract | This paper discusses the relationship between the political intentions of South Africa's educational policy and its educational outcomes, suggesting that the more learner-centered the curriculum and the lower the socioeconomic status of its recipients, the less likely it is to achieve its goal of social equity. The paper considers the proper relationship between the kind of knowledge formally codified in the school curriculum and the tacit knowledge which children acquire in the home, church, and street. Research indicates that while the unequal distribution of material resources make an enormous difference to student learning, the greatest obstacle to educational equity is the differential access to formal knowledge open to children of different social classes. South Africa's Curriculum 2005 is positioned at the extreme radical end of the constructivist spectrum. This involves radical curriculum integration and learning outcomes that are under-specified in terms of their knowledge content. The Ministerial Review Committee has recommended replacing the entire architecture of Curriculum 2005 because of various problems (e.g., constructivism), presenting recommendations regarding the need for national curriculum statements which specify, by learning area and grade level, what should be taught, in what sequence, and at which level of competence. (Contains 14 references.) (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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