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CSP4801 Assignment 3 2024 | Due July 2024 R50,00
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CSP4801 Assignment 3 2024 | Due July 2024

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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. 2. Construct a concept map of “the general aims of the South African curriculum” (section 1.3 of any CAPS c...

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  • July 6, 2024
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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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