Remaking history: The pedagogic device and shifting discourses in the South African school history curriculum

dc.contributor.authorBertram, Carol
dc.date.accessioned2021-06-25T12:48:06Z
dc.date.available2021-06-25T12:48:06Z
dc.date.created2021
dc.date.issued2020
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_ZA
dc.description.urihttps://upjournals.up.ac.za/index.php/yesterday_and_today/issue/view/144en_ZA
dc.format.extent29 Pagesen_ZA
dc.identifier.issn2223-0386 (Print version)
dc.identifier.issn2309-9003 (Online version)
dc.identifier.urihttp://hdl.handle.net/2263/80611
dc.language.isoenen_ZA
dc.publisherYesterday & Todayen_ZA
dc.relation.ispartofseriesYesterday and Today, Vol. 23 (2020)en_ZA
dc.rights© 2021. The South African Society for History Teaching (SASHT). All work published is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0)en_ZA
dc.subjectSchool history curriculumen_ZA
dc.subjectPedagogic deviceen_ZA
dc.subjectPolicy discoursesen_ZA
dc.subjectSouth Africaen_ZA
dc.titleRemaking history: The pedagogic device and shifting discourses in the South African school history curriculumen_ZA
dc.typeArticleen_ZA

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