QUESTION 1
Taking the above into consideration, critically discuss the following:
1.1 A socio-constructivist’s view (Vygotsky) of the impact of context on curriculum implementation (7 marks). Do you agree with his view (1 mark)? Justify your answer (2 marks). (10)
1.2 The influence of changes ...
, QUESTION 1
Taking the above into consideration, critically discuss the following:
1.1 A socio-constructivist’s view (Vygotsky) of the impact of context on curriculum
implementation (7 marks). Do you agree with his view (1 mark)? Justify your answer (2 marks).
(10)
A socio-constructivist's view, such as that of Vygotsky, acknowledges the significance of the impact of
context on curriculum implementation. Vygotsky argued that learning is a social and collaborative
process that happens within a certain sociocultural context. He stressed that individuals gain knowledge
and skills through interactions with more knowledgeable others, such as teachers, peers, and parents,
who provide guidance and support.
According to Vygotsky, context plays a vital role in shaping curriculum implementation because it
determines the types of interactions and scaffolding opportunities available to learners. The
sociocultural context offers the norms, values, and beliefs that influence how curriculum is interpreted
and operationalized.
Moreover, Vygotsky accentuated the role of the Zone of Proximal Development (ZPD) in curriculum
implementation. The ZPD refers to the difference between what a learner could do independently and
what they could achieve with the guidance and support of more knowledgeable others. The context
forms the opportunities for learners to engage in activities within their ZPD, as well as the availability of
resources and tools to support their learning.
To summarize, Vygotsky's socio-constructivist view stresses the essential role of context in curriculum
implementation. The sociocultural context offers the norms, values, and beliefs that shape teaching and
learning practices. It also influences the availability of scaffolding opportunities and resources to support
learners' development within their ZPD.
I agree with Vygotsky's view, context is a central aspect of education and significantly affects the
interpretation and implementation of curriculum. The socio-cultural factors and knowledge structures of
educators, as well as the larger political, social, and economic culture, all influence teaching and
learning. Without considering the context, curriculum implementation could not be efficient or
significant for the learners. A curriculum that is designed without considering the certain needs and
characteristics of the learners and the context in which they are located might fail to achieve its intended
outcomes. Consequently, understanding and adapting to the context is essential for successful
curriculum implementation.
1.2 The influence of changes in the South African context on curriculum by referring briefly to
the most important economic, social and political forces. (20)
The South African context has undergone momentous changes over the years, and these changes have
had a deep influence on the curriculum. In order to critically discuss the influence of these changes, it is
important to examine the key economic, social, and political forces that have shaped the curriculum in
South Africa.
Economic Forces: One of the main economic forces that have influenced the curriculum in South Africa is
the move from a racially separated economy to a more inclusive and diverse one. Previous to the end of
2
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