Curriculum Studies in South Africa

Curriculum Studies in South Africa

CURRICULUM STUDIES IN SOUTH AFRICA INTELLECTUAL HISTORIES & PRESENT CIRCUMSTANCES Edited by WILLIAM F. PINAR

CURRICULUM STUDIES IN SOUTH AFRICA Copyright William F. Pinar, 2010. Softcover reprint of the hardcover 1st edition 2009 978-0-230-61508-3 All rights reserved. First published in 2010 by PALGRAVE MACMILLAN in the United States a division of St. Martin s Press LLC, 175 Fifth Avenue, New York, NY 10010. Where this book is distributed in the UK, Europe and the rest of the world, this is by Palgrave Macmillan, a division of Macmillan Publishers Limited, registered in England, company number 785998, of Houndmills, Basingstoke, Hampshire RG21 6XS. Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world. Palgrave and Macmillan are registered trademarks in the United States, the United Kingdom, Europe and other countries. ISBN 978-1-349-37873-9 ISBN 978-0-230-10550-8 (ebook) DOI 10.1057/9780230105508 Library of Congress Cataloging-in-Publication Data Curriculum studies in South Africa : intellectual histories & present circumstances / edited by William F. Pinar. p. cm. (international and development education) Includes bibliographical references and index. 1. Curriculum planning South Africa. 2. Education and state South Africa. I. Pinar, William. LB1564.S65C87 2010 375.0010968 dc22 2009034118 A catalogue record of the book is available from the British Library. Design by Newgen Imaging Systems (P) Ltd., Chennai, India. First edition: February 2010 10 9 8 7 6 5 4 3 2 1

Contents List of Figures and Tables Series Editors Introduction Abbreviations vii ix xi Introduction 1 William F. Pinar 1 What to Teach the Natives : A Historiography of the Curriculum Dilemma in South Africa 19 Crain Soudien 2 Drawing the Line in Post-Apartheid Curriculum Studies 51 Wayne Hugo 3 From Response to Theorizing: Curriculum Genesis in South Africa from the Perspective of Critical Incidence Autoethnography 107 Labby Ramrathan 4 Tribes and Territory: Contestation around Curriculum in South Africa 125 Ursula Hoadley 5 South African Curriculum Studies: A Historical Perspective and Autobiographical Account 177 Lesley Le Grange 6 Toward Authentic Teaching and Learning in Post-Apartheid South Africa: In Defense of Freedom, Friendship, and Democratic Citizenship 201 Yusef Waghid 7 On the Internationalization of Curriculum Studies 221 William F. Pinar

vi CONTENTS Epilogue: Final Word 243 Lesley Le Grange Contributors 247 Index 249

Figures and Tables Figures 2.1 Intrinsic and Extrinsic Primitive Distinctions in Curriculum Studies 52 2.2 Intensional and Extensional Forms of Hierarchy 70 2.3 Four Quadrant Model 74 2.4 Four Theoretical Languages of the Quadrant Model 83 2.5 One Type of Optimal Pedagogy for the Poor 91 2.6 Using Counters to Do Basic Maths 95 2.7 Formalized Strategies for Subtraction 95 2.8 Elementary Building Blocks for Curriculum Studies in Post-Apartheid South Africa 98 Tables 2.1 Basic Classification and Framing Variables 89 2.2 Strong and Weak Classification and Framing Relations 89 2.3 Possible Classification and Framing Relationships Given 6 Variables 90 4.1 Headcount Education Enrolments Per University 2005 127 4.2 Disciplinary Groupings and the Nature of Knowledge 129

Series Editors Introduction John N. Hawkins and W. James Jacob Having contributed a long line of books and scholarly works on curriculum studies, it is a pleasure to add a volume by William F. Pinar to the International & Development Education Series. Curriculum Studies in South Africa: Intellectual Histories & Present Circumstances presents a case study of South Africa and its often controversial issues related to education. A historical overview is interwoven throughout the text as the senior contributors touch upon issues such as post-apartheid curriculum studies, critical incidence autoethnography, and the need for authentic teaching and learning. In an orchestrated and historical dialogue, Pinar assigns each contributor with the charge to provide a critical review of the South African curriculum context. A focus on the internationalization rather than the globalization of the curriculum is a distinction the editor highlights in the preface. The internationalization dialogue extends beyond the contributors of the volume to include two international scholars, Hongyu Wang of China and Elizabeth Macedo of Brazil, who engage the six South African scholars with a series of questions and commentary, which is summarized by Pinar in chapter 7. A critical stance against colonial and neocolonial influences of curriculum meddling are addressed from a variety of historical and contemporary perspectives. How to pursue an effective international dialogue by learning with and not necessarily from international examples in curriculum studies while maintaining an education unique to the needs of South Africa is a challenge highlighted in this volume. With a population and economy that has been hit hard by the HIV and AIDS as well as the recent global economic crisis, South Africa is distinctive in theory and practice with respect to curriculum studies in the contemporary and post-apartheid society. Home to the world s largest number of AIDS orphans, South Africa is facing unique curricular issues inherited from previous South African generations and not necessarily

x SERIES EDITORS INTRODUCTION comparable to most other national contexts. Curriculum studies for South Africa remains at the forefront of sustained political, economic, and psychosocial change. Pinar and his colleagues address many of these issues in this compelling addition to the International & Development Education Series.

Abbreviations ANC African National Congress APN Academic Policy Network BAGET Bachelor of General Education and Training BPaed Bachelor of Paedagogy CHE Council on Higher Education CNE Christian National Education COTEP Committee on Teacher Education Policy CUMSA Curriculum Model for South Africa C2005 Curriculum 2005 DAS Development Appraisal System DoE Department of Education EASA Education Association of South Africa FET Further Education and Training FP Fundamental Pedagogics GET General Education and Training Phase HEQC Higher Education Quality Committee HDE Higher Diploma in Education HIV/AIDS Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome IKS Indigenous Knowledge System INSET In-Service Education of Teachers IQMS Integrated Quality Management System IWC Integrated World Capitalism MEd Master of Education Natsoc Naturalist Society NCS National Curriculum Statements NECC National Education Crisis Committee NECC National Education Co-ordinating Committee NEF New Education Fellowship NEPI National Education Policy Initiative NQF National Qualification Framework

xii ABBREVIATIONS LO Life Orientation OBE Outcomes-Based Education PBTA Peninsula Biology Teachers Association PEI President s Educational Initiative PGCE Postgraduate Certificate in Education RDDA Research, Develop, Disseminate and Adopt RNCS Revised National Curricular Statements RSA Republic of South Africa RPL Recognition of Prior Learning SADTU South African Democratic Teachers Union SAJE South African Journal of Education SAQA South African Qualifications Authority SRC Student Representative Council TIMMS Third International Mathematics and Science Study TP Teaching Practice TRC Truth and Reconciliation Commission UCT University of Cape Town UDW University of Durban-Westville UKZN University of Kwa-Zulu Natal UNISA University of South Africa UWC University of the Western Cape VOC Verenigde Oostindische Compagnie WITS University of the Witwatersrand WSE Whole School Evaluation