Metodo

International Studies in Phenomenology and Philosophy

Series | Book | Chapter

192298

Tribes and territory

contestation around curriculum in South Africa

Ursula Hoadley

pp. 125-176

Abstract

The field of curriculum studies in South Africa is characterized by fragmentation, diversity of method, theory and approach, and the seeming intransigence of certain divisions within the field. Though this phenomenon is not peculiar to South Africa, there appear to be certain dynamics that are mediated by our particular history. And there are others that are about how curriculum and knowledge are understood. In this chapter I attempt to give an account of these divergences. The account that I give is, however, partial and does not represent a comprehensive view of the field of curriculum studies in South Africa. Rather, I am interested in divisions that appear to emerge along institutional lines. In the formerly racialized system of Apartheid education, universities were created for White, Black, Colored, and Indian racially defined groups. White universities were divided into two: those for Afrikaners and those for English speakers. In many ways, these historical divides defined the nature of the scholarship and teaching in different institutions.

Publication details

Published in:

Pinar William F. (2010) Curriculum studies in South Africa: intellectual histories & present circumstances. Basingstoke, Palgrave Macmillan.

Pages: 125-176

DOI: 10.1057/9780230105508_5

Full citation:

Hoadley Ursula (2010) „Tribes and territory: contestation around curriculum in South Africa“, In: W. F. Pinar (ed.), Curriculum studies in South Africa, Basingstoke, Palgrave Macmillan, 125–176.