Pedagogy in Poverty: Lessons from Twenty Years of Curriculum Reform in South Africa

ISBN-13: 9781138929814 / Angielski / Twarda / 2017 / 240 str.

Ursula Hoadley

Opis

As South Africa transitioned from apartheid to democracy, changes in the political landscape, as well as educational agendas and discourse on both a national and international level, shaped successive waves of curriculum reform over a relatively short period of time. Using South Africa as a germane example of how curriculum and pedagogy can interact and affect educational outcomes, Pedagogy in Poverty explores the potential of curricula to improve education in developing and emerging economies worldwide, and, ultimately, to reduce inequality.　 Incorporating detailed, empirical accounts of life inside South African classrooms, this book is a much-needed contribution to international debate surrounding optimal curriculum and pedagogic forms for children in poor schools. Classroom-level responses to curriculum policy reforms reveal some implications of the shifts between a radical, progressive approach and traditional curriculum forms. Hoadley focuses on the crucial role of teachers as mediators between curriculum and pedagogy, and explores key issues related to teacher knowledge by examining the teaching of reading and numeracy at the foundational levels of schooling.　 Offering a data-rich historical sociology of curriculum and pedagogic change, this book will appeal to academics, researchers and postgraduate students in the fields of education, sociology of education, curriculum studies, educational equality and school reform, and the policy and politics of education.

Spis treści

Credits  Acknowledgements  1. Introduction  2. Curriculum and Pedagogy in Developing Country Contexts  3. From Tribalism to Technicism: Curriculum Policy under Apartheid  4. The Formal Frame: Pedagogy under Apartheid  5. Knowledge, Curriculum, Pedagogy: Theoretical Framings  6. Curriculum 2005 and the Dissolution of Boundaries  7. Waiting to Learn: Pedagogy under Curriculum 2005  8. One Step Forward: the Compromise National Curriculum Statement  9. The Communalised Classroom: Pedagogy under the National Curriculum Statement  10. Reclaiming Knowledge: The Curriculum and Assessment Policy Statement  11. Form and Substance: Pedagogy under the CAPS Reform  12. Conclusion: Knowledge in Pedagogy  Appendix A: The 66 Specific Outcomes of Curriculum 2005  Appendix B: Theory into Data

O autorze

Ursula Hoadley is Associate Professor in the School of Education at the University of Cape Town in South Africa. She has a particular interest in curriculum, teachers’ work and the sociological study of pedagogy.