Curriculum Studies and Psychology of Education (CSP4801)
Exam (elaborations)
CSP4801 Assignment 3 2024 | Due July 2024
Course
Curriculum Studies and Psychology of Education (CSP4801)
Institution
University Of South Africa (Unisa)
Book
Curriculum Studies
1. Summarise the main ideas of the positivist, interpretivist, critical and post-structuralist curriculum as set out in chapter 1 of your textbook. Present your answer in table format.
2. Construct a concept map of “the general aims of the South African curriculum” (section 1.3 of any CAPS c...
CSP4801 Assignment 5 (COMPLETE ANSWERS) 2024 - DUE 7 October 2024
CSP4801 Assignment 5 (COMPLETE ANSWERS) 2024 - DUE 7 October 2024
CSP4801 Assignment 5 (COMPLETE ANSWERS) 2024 - DUE 7 October 2024
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Curriculum Studies and Psychology of Education (CSP4801)
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1. Summarise the main ideas of the positivist, interpretivist, critical and post-structuralist
curriculum as set out in chapter 1 of your textbook. Present your answer in table format.
Curriculum Perspective Main Ideas
Positivist Content is prescribed and determined by authorities to promote
social values and political beliefs.
Curriculum development seen as an orderly, predictable, and
value-free process.
Follows the Research Development Dissemination and Adoption
(RDDA) approach attributed to Ralph Tyler, which is structured and
recipe-like.
Assumes knowledge is centrally constructed and transferred,
favoring discipline-based teaching and rote learning.
Interpretivist Response to the positivist approach, emphasizing curriculum as
constructed within actual learning situations with actual students.
Views learning as a social process and curriculum knowledge as
socially constructed.
Involves continuous reflection and reinterpretation of the meaning of
lived experiences.
Knowledge and curricula are subjected to constant evaluation and
improvement within specific contexts.
Critical Emphasizes normative stance against domination and context
sensitivity to foster enlightenment and empowerment.
Curriculum must be seen as value-laden and opposed to oppression
by ideological and socio-economic forces.
Blends action and inquiry (praxis) to improve society and individual
through education.
Aims to minimize social injustices, develop critical consciousness,
and serve social justice.
Post-structuralist Structuralism is based on human need for pattern seeking/making,
looking for universal structures in actions, culture, and language.
Post-structuralism critiques privileged vocabularies and discursive
practices that influence behavior.
Views curriculum as an artifact structured by a community,
influencing how that community thinks about teaching and learning.
Questions included/excluded learning opportunities and whose
interests are served, focusing on the relationships and language
games that shape behavior.
(Du and Reddy - Page 15-17)
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