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Title Curriculum formation: a case study from History
Full text http://hdl.handle.net/11427/3333
Date 2011
Author(s) Shay, Suellen
Abstract This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 15 December 2010, available online: http://www.tandfonline.com/10.1080/03075071003706681. - Drawing on the work of Bernstein and Maton and using a case-study approach, this study explores the formation of an undergraduate history curriculum at the University of Cape Town. This article focuses on two periods of curriculum formation referred to as history as canon and history as social science. With respect to these two curriculum periods the findings reveal the privileging of different kinds of historical educational knowledge, as well as the promotion of different student identities. The article also argues for the need for a more fine-grained conceptual framework for the study of knowledge and curriculum in higher education. The article concludes by highlighting the importance of this kind of research as pressure for curriculum reform intensifies in South Africa.
Subject(s) curricular reform; knowledge; history; identity; sociology of education
Language eng
Publisher Taylor & Francis; University of Cape Town
Type of publication text
Source Studies in Higher Education
Identifier 0307-507
Repository Cape Town - OpenUCT, University of Cape Town
Added to C-A: 2017-04-25;09:24:09