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(2010) Curriculum studies in South Africa, Basingstoke, Palgrave Macmillan.
From response to theorizing
curriculum genesis in South Africa from the perspective of critical incidence autoethnography
Labby Ramrathan
pp. 107-124
We are currently in a curriculum craze in South Africa. Almost every sector of our society is demanding educational intervention. Since 1994, there has been a proliferation of new policies and changes to the education system that have had a major impact on the teaching context and schools. Statements of social justice, equity, redress, human rights, healthy environment, and quality are found in the introduction and background of almost all policy documents, gazettes, and regulations within education. How are these issues realized and what effect does this have on schooling and teaching within a South African school?
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Full citation:
Ramrathan, L. (2010)., From response to theorizing: curriculum genesis in South Africa from the perspective of critical incidence autoethnography, in W. F. Pinar (ed.), Curriculum studies in South Africa, Basingstoke, Palgrave Macmillan, pp. 107-124.
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