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dc.contributor.authorBertram, Carol
dc.date.accessioned2020-08-04T12:45:40Z
dc.date.available2020-08-04T12:45:40Z
dc.date.issued2020
dc.identifier.citationBertram, C. 2020. Remaking history: the pedagogic device and shifting discourses in the South African school history curriculum Yesterday & today, 23:1-29, Jul. [http://www.sashtw.org.za/index2.htm] [http://dspace.nwu.ac.za/handle/10394/5126]en_US
dc.identifier.issn2223-0386
dc.identifier.issn2309-9003 (O)
dc.identifier.urihttp://hdl.handle.net/10394/35502
dc.identifier.urihttp://dx.doi.org/10.17159/2223-0386/2020/n23a1
dc.identifier.urihttps://orcid.org/0000-0002-2961-5645
dc.description.abstractThis article uses Bernstein’s pedagogic device as a framing heuristic to trace the shifts in the South African school history curriculum from 1995 – 2019. The article focuses on how the instructional and regulative discourses have changed over the past 25 years. The instructional discourse refers to the selection, sequencing, pacing and assessment of knowledge, while the regulative discourse refers to the rules that create social order. I map the curriculum shifts onto the broader policy discourses, such as the competence framework of outcomes-based education (which informed the South African curriculum from 1997 to 2011), the performativity and accountability discourse which emerged after 2012 and the discourses of decolonisation that strengthened after 2015. This article aims to tell the story of how the history curriculum reforms reflect the broader regulative discourses and to show the relationships between the official and pedagogical recontextualising fields. The story is a detailed case study of how curriculum design is influenced by selection logics that are both internal and external to the discipline of history, which reflects curriculum-making as a process fraught with tensions and fractures.en_US
dc.language.isoenen_US
dc.publisherThe South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West Universityen_US
dc.subjectSchool history curriculumen_US
dc.subjectPedagogic deviceen_US
dc.subjectPolicy discoursesen_US
dc.subjectSouth Africaen_US
dc.titleRemaking history: the pedagogic device and shifting discourses in the South African school history curriculumen_US
dc.typeArticleen_US


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