Curriculum, curriculum development, curriculum studies? Problematising theoretical ambiguities in doctoral theses in the education field
Du Preez, Petro
MetadataShow full item record
Theoretical ambiguities in curriculum studies result in conceptual mayhem. Accordingly, they hinder the development of the complicated conversation on curriculum as a verb. This article aims to contribute to reconceptualizing curriculum studies as a dynamic social practice that aspires to thinking and acting with intelligences and sensitivity so as to understand oneself and others. It also raises awareness that equating all forms of research on curriculum with curriculum studies dilutes the scope of the conversation. This exploration asks two key questions: What is the nature of doctoral theses in the field of education’s theoretical contributions to nuances of curriculum (curriculum, curriculum development, and curriculum studies)? In what ways do these theses perpetuate or even add to current ambiguities in the discipline of curriculum studies? The exploration of these two questions draws on a critical meta-study of 511 theses completed in South African universities (2005–2012) conducted using a three level process. It appears that the main detractions of these theses are that some of them see curriculum studies as a dumping ground and others make no theoretical contribution to the discipline. The article concludes by suggesting ways which would encourage the intellectual advancement of curriculum studies through rigorous disciplinarity.
- Faculty of Health Sciences 
Showing items related by title, author, creator and subject.
Understanding how we understand girls' voices on cultural and religious practices: toward a curriculum for justice Simmonds, Shan Robyn; Du Preez, Petro (Educational Association of South Africa (EASA), 2011)It is imperative to take account of the many faces of justice when exploring the elements of a curriculum for justice. Justice is not only about equity, equality and fairness, but about creating spaces where people can ...
Feminist perspectives on integration, progression and infusion as principles of curriculum design in life orientation Kutu, Mercy Olajumoke (North-West University, 2013)This study explores teachers' beliefs, views and experiences of the design principles of integration, progression and infusion in the Life Orientation (LO) curriculum at the Intermediate Phase level. Integration, progression ...
South Africa's revised History curriculum on globalism and national narratives in grade 12 textbooks Elize S. van Eeden (Historical Association of South Africa, 2010)The early twenty-first century evidenced a worldwide change in teaching History through the means of several revised History curricula in the Further Education and Training (FET) Phase, and the development of textbooks as ...