Curriculum formation: a case study from History

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dc.contributor.authorShay, Suellenen_ZA
dc.date.accessioned2014-07-29T08:36:59Z
dc.date.available2014-07-29T08:36:59Z
dc.date.issued2011en_ZA
dc.descriptionThis 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.abstractDrawing 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.identifier.apacitationShay, S. (2011). Curriculum formation: a case study from History. <i>Studies in Higher Education</i>, http://hdl.handle.net/11427/3333en_ZA
dc.identifier.chicagocitationShay, Suellen "Curriculum formation: a case study from History." <i>Studies in Higher Education</i> (2011) http://hdl.handle.net/11427/3333en_ZA
dc.identifier.citationShay, S. 2011. Curriculum formation: a case study from History. Studies in Higher Education.en_ZA
dc.identifier.issn0307-507en_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
dc.identifier.urihttp://hdl.handle.net/11427/3333
dc.identifier.vancouvercitationShay S. Curriculum formation: a case study from History. Studies in Higher Education. 2011; http://hdl.handle.net/11427/3333.en_ZA
dc.language.isoengen_ZA
dc.publisherTaylor & Francisen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceStudies in Higher Educationen_ZA
dc.subject.othercurricular reformen_ZA
dc.subject.otherknowledgeen_ZA
dc.subject.otherhistoryen_ZA
dc.subject.otheridentityen_ZA
dc.subject.othersociology of educationen_ZA
dc.titleCurriculum formation: a case study from Historyen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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