An analysis of the constitution of a school subject through recontextualizing : the case of the NAC drama syllabus (1994)

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dc.contributor.advisorEnsor, Paulaen_ZA
dc.contributor.advisorJacklin Heatheren_ZA
dc.contributor.authorHoadley, Ursula Kateen_ZA
dc.date.accessioned2016-03-30T07:11:16Z
dc.date.available2016-03-30T07:11:16Z
dc.date.issued1997en_ZA
dc.description.abstractThis study sets out to develop a framework for the analysis of a school subject and uses as a focal study the NAC drama syllabus developed in1994. Drawing in the main on Basil Bernstein's theory of curriculum, an analysis is made of how a syllabus is constituted through recontextualizing, using the theoretical concepts of voice and identity, classification and framing, and hierarchy. The discourses that have been recontextualized in the formation of the syllabus are identified. Two sets of discourses are identified: educational policy discourses (namely the discourses of progressivism, utilitarianism and reconstruction and development) and educational drama discourses. The specialization of voice in the syllabus marks out the academic identity, and is an indicator of educational drama discourses evident in the syllabus. The specialization of identity marks out projected social identities, indicating the recruitment of educational policy discourses in the constitution of the syllabus. The field in which the syllabus is constructed is also examined, which following Bernstein is defined as the recontextualizing field. The syllabus writers, located in this field, act selectively on the educational policy and educational drama discourses in constituting the syllabus. The rules for selection in the development of the syllabus are examined, and these are related to the syllabus writers' situation within the recontextualizing field. It is argued that the syllabus writers are positioned subordinately within the field, and that this factor to a large extent regulates the operation of educational policy discourses as rules for selection in the drawing up of the syllabus .en_ZA
dc.identifier.apacitationHoadley, U. K. (1997). <i>An analysis of the constitution of a school subject through recontextualizing : the case of the NAC drama syllabus (1994)</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/18378en_ZA
dc.identifier.chicagocitationHoadley, Ursula Kate. <i>"An analysis of the constitution of a school subject through recontextualizing : the case of the NAC drama syllabus (1994)."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1997. http://hdl.handle.net/11427/18378en_ZA
dc.identifier.citationHoadley, U. 1997. An analysis of the constitution of a school subject through recontextualizing : the case of the NAC drama syllabus (1994). University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Hoadley, Ursula Kate AB - This study sets out to develop a framework for the analysis of a school subject and uses as a focal study the NAC drama syllabus developed in1994. Drawing in the main on Basil Bernstein's theory of curriculum, an analysis is made of how a syllabus is constituted through recontextualizing, using the theoretical concepts of voice and identity, classification and framing, and hierarchy. The discourses that have been recontextualized in the formation of the syllabus are identified. Two sets of discourses are identified: educational policy discourses (namely the discourses of progressivism, utilitarianism and reconstruction and development) and educational drama discourses. The specialization of voice in the syllabus marks out the academic identity, and is an indicator of educational drama discourses evident in the syllabus. The specialization of identity marks out projected social identities, indicating the recruitment of educational policy discourses in the constitution of the syllabus. The field in which the syllabus is constructed is also examined, which following Bernstein is defined as the recontextualizing field. The syllabus writers, located in this field, act selectively on the educational policy and educational drama discourses in constituting the syllabus. The rules for selection in the development of the syllabus are examined, and these are related to the syllabus writers' situation within the recontextualizing field. It is argued that the syllabus writers are positioned subordinately within the field, and that this factor to a large extent regulates the operation of educational policy discourses as rules for selection in the drawing up of the syllabus . DA - 1997 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1997 T1 - An analysis of the constitution of a school subject through recontextualizing : the case of the NAC drama syllabus (1994) TI - An analysis of the constitution of a school subject through recontextualizing : the case of the NAC drama syllabus (1994) UR - http://hdl.handle.net/11427/18378 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/18378
dc.identifier.vancouvercitationHoadley UK. An analysis of the constitution of a school subject through recontextualizing : the case of the NAC drama syllabus (1994). [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1997 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/18378en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherDrama - Study and teaching - South Africaen_ZA
dc.subject.otherCurriculum planning - South Africaen_ZA
dc.subject.otherCurriculum evaluation - South Africaen_ZA
dc.titleAn analysis of the constitution of a school subject through recontextualizing : the case of the NAC drama syllabus (1994)en_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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