Curriculum, knowledge and the idea of South Africa
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at email@example.com.
South Africa is an important social space in world history and politics for understanding how the modern world comes to deal with the questions of social difference, and the encounter of people with different civilizational histories. In this essay I argue that a particular racial idea inflected this encounter. One of the ways in which this happened was through the dominance of late nineteenthcentury and early twentieth-century positivism. In setting up the argument for this essay, the author begins with a characterization of the nature of early South Africa's modernity, the period in which the country's political and intellectual leadership began to outline the kinds of knowledges they valued. The author argues that a scientism, not unlike the positivism that emerges in many parts of the world at this time, came to inform discussions of progress and development in the country at the end of the nineteenth century. This was continued into the early twentieth century, and was evident in important interventions in the country such as the establishment of the higher education system and initiatives like the Carnegie Inquiry of 1933. The key effect of this scientism, based as it was on the conceits of objectivity and neutrality, was to institute suspicion of all other forms of knowing, and most critically that of indigenous knowledge. In the second part of the paper, the authors shows that this scientism persists in the post-apartheid curriculum project. Finally, the author makes an exploratory argument, drawing on the concept of the 'transaction' in John Dewey, for a new approach to knowing.
Related Research Outputs:
- The use of ICTs in the curriculum in Botswana, Namibia and Seychelles
- State of the nation: South Africa 2007
- The influence of politics on the formulation and implementation of national policies on education in South Africa from 1953 to the present
- Capacity for (quality) instruction: a framework for understanding the use of resources to promote teaching and learning in schools
- Evaluating skills, knowledge and values of learners exposed to a dialogical argumentation instruction and the traditional lecture method on fermentation
- The politics of testing in South Africa
- Whose science? What knowledge? Science, rationality and literacy in Africa
- South Africa
- Listening before telling: pairing indigenous knowledge with the school curriculum
- Role of education in HIV clinical outcomes in a tuberculosis endemic setting
- Spotlight on matric 2015: is our education system failing our learners?
- Bernard Magubane: 'analysing the colonial situation'
- A re-examination of key curriculum debates and directions in South Africa
- Party disintegrations & re-alignments in post-apartheid South Africa
- Globalisation, enterprise and knowledge: education, training and development in Africa
- The contested state of democracy in South Africa
- Book review: Goetz, A.M., Hassim, S. (eds.) (2003). No shortcuts to power: African women in politics and policy making. Cape Town: Zed Books. 246 p. ISBN 1842771477
- Challenges in the provision of private schools in South Africa
- Book review: Harber, C. (2000) State of transition: post-apartheid educational reform in South Africa (Monographs in international education) Walligford, Oxford: Symposium Books. ISBN 1 873927 19 3
- Understanding the size of the problem: the national skills development strategy and enterprise training in South Africa