Curriculum formation
A case study from History
Bibliographic Data
| ID | 4097402 |
|---|---|
| Authors | Suellen Shay (University of Cape Town, corresponding author) |
| Year | 2011 |
| Volume | 36 |
| Issue | 3 |
| Pages | 315-329 |
| Publication date | 2011-05-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075071003706681 |
| OpenAlex | W2136152105 |
| Language | EN |
| Citations received | 14 |
| References cited | 13 |
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
Curriculum · Curriculum development · Curriculum mapping · Curriculum theory · Emergent curriculum · Higher education · Mathematics education · Pedagogy · Political science · Sociology · Educational Theory and Curriculum Studies · Educator Training and Historical Pedagogy · Global Educational Policies and Reforms · Law · Psychology
Offsetting deficit conceptualisations
Consistency in study programme planning and the complexity of curriculum logics
Understanding educational development in terms of the collective creation of socially-just curricula
Knowledge-building in higher education research
Curriculum tinkering in situations of crises and inequalities
Vectors of change in higher education curricula
The implications of programme assessment patterns for student learning
Curriculum coherence when subject-specific standards are absent
The use and value of Bernstein’s work in studying (in)equalities in undergraduate social science education
Decolonising the school curriculum in South Africa
La fábrica de los programas de enseñanza superior
The Making of Curriculum in Higher Education
La fabrique des programmes d'enseignement dans le supérieur
Teaching and learning environment as predictor of nurturing education capabilities among students in Lahore, Pakistan
Class, codes and control
Historiography in the twentieth century
Pedagogy, Symbolic Control, and Identity
Towards a Theory of Educational Transmissions
The Structuring of Pedagogic Discourse
Pedagogy, Symbolic Control, and Identity
Years Old and Still Making History
Pedagogising Knowledge
Languages of Legitimation
Overview of ‘The University in Africa’ Symposium
Forms of knowledge and curriculum coherence
Theorising institutional change
The relationship between knowledge structure and curriculum
| Unique citing works | 14 |
|---|---|
| Citations per year | 1,08 |
| Citation span | 2013 - 2023 (11) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 13 |