Curriculum formation: a case study from History

 

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dc.contributor.author Shay, Suellen en_ZA
dc.date.accessioned 2014-07-29T08:36:59Z
dc.date.available 2014-07-29T08:36:59Z
dc.date.issued 2011 en_ZA
dc.identifier.citation Shay, S. 2011. Curriculum formation: a case study from History. Studies in Higher Education. en_ZA
dc.identifier.issn 0307-507 en_ZA
dc.identifier.uri http://hdl.handle.net/11427/3333
dc.description This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 15 December 2010, available online: http://www.tandfonline.com/10.1080/03075071003706681. en_ZA
dc.description.abstract Drawing on the work of Bernstein and Maton and using a case-study approach, this study explores the formation of an undergraduate history curriculum at the University of Cape Town. This article focuses on two periods of curriculum formation referred to as history as canon and history as social science. With respect to these two curriculum periods the findings reveal the privileging of different kinds of historical educational knowledge, as well as the promotion of different student identities. The article also argues for the need for a more fine-grained conceptual framework for the study of knowledge and curriculum in higher education. The article concludes by highlighting the importance of this kind of research as pressure for curriculum reform intensifies in South Africa. en_ZA
dc.language.iso eng en_ZA
dc.publisher Taylor & Francis en_ZA
dc.source Studies in Higher Education en_ZA
dc.subject.other curricular reform en_ZA
dc.subject.other knowledge en_ZA
dc.subject.other history en_ZA
dc.subject.other identity en_ZA
dc.subject.other sociology of education en_ZA
dc.title Curriculum formation: a case study from History en_ZA
dc.type Journal Article en_ZA
uct.type.publication Research en_ZA
uct.type.resource Postprint en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Centre for Higher Education Development en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Shay, S. (2011). Curriculum formation: a case study from History. <i>Studies in Higher Education</i>, http://hdl.handle.net/11427/3333 en_ZA
dc.identifier.chicagocitation Shay, Suellen "Curriculum formation: a case study from History." <i>Studies in Higher Education</i> (2011) http://hdl.handle.net/11427/3333 en_ZA
dc.identifier.vancouvercitation Shay S. Curriculum formation: a case study from History. Studies in Higher Education. 2011; http://hdl.handle.net/11427/3333. en_ZA
dc.identifier.ris TY - Journal Article AU - Shay, Suellen AB - Drawing on the work of Bernstein and Maton and using a case-study approach, this study explores the formation of an undergraduate history curriculum at the University of Cape Town. This article focuses on two periods of curriculum formation referred to as history as canon and history as social science. With respect to these two curriculum periods the findings reveal the privileging of different kinds of historical educational knowledge, as well as the promotion of different student identities. The article also argues for the need for a more fine-grained conceptual framework for the study of knowledge and curriculum in higher education. The article concludes by highlighting the importance of this kind of research as pressure for curriculum reform intensifies in South Africa. DA - 2011 DB - OpenUCT DP - University of Cape Town J1 - Studies in Higher Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2011 SM - 0307-507 T1 - Curriculum formation: a case study from History TI - Curriculum formation: a case study from History UR - http://hdl.handle.net/11427/3333 ER - en_ZA


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