By Wally Morrow

Spanning pivotal years within the ancient democratization of South Africa, this research offers a trenchant mirrored image of upper schooling in transition. Penned by means of one in every of South Africa’s most efficient philosophers of schooling, the critique grapples with very genuine issues in greater schooling policymaking and perform, together with stakeholder politics, institutional cultures, and curriculum transformation and interrogation of the functionality of upper schooling associations in sleek societies. Exposing the tensions among egalitarian rules and the character of upper wisdom, the essays increase inquiries to which there are no simple solutions. With attribute rigor, the research appears into the assumptions underlying a lot of the brooding about those questions and concludes failure to sharpen pondering round greater education is a failure to acknowledge the epistemic worth of educational perform in a constructing democracy.

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There are three comments we can make about such a radical suggestion. First, the radical change of a curriculum is much more difficult to accomplish than might be imagined by the revolutionaries. One reason for this can be found in debates about what has been called ‘the hidden curriculum’. Over the past decades, curriculum theory, influenced by a theory of ideology,2 has been shaped by a well-known distinction between the explicit and the ‘hidden curriculum’. The explicit (or official) curriculum is constructed around formally stated content or outcomes, such as the ‘knowledge, skills and attitudes’ of the National Qualifications Framework.

5 National Education Policy Investigation, The Framework Report, Cape Town: Oxford University Press, 1993, pp. 12–15. 6 Saleem Badat, Harold Wolpe & Zenariah Barends, ‘The post-secondary education system: Towards policy formulation for equality and development’, Education Policy Unit, University of the Western Cape, May 1993. 7 Jeffrey Vogel, ‘The tragedy of history’ in New Left Review, 220: 42, 1996. 8 See note 7. 9 Vogel, in a comment on Derrida or Rorty as critics of the Enlightenment value of progress, says that they: … might find it ironic that human history is full of suffering, but since they claim that they do not care about human progress – or find it unintelligible, or think it a reflection of ‘logocentric’ thinking – they are in no tensionfilled or inconsistent position when presented with these facts.

Negotiating change in Higher Education social science curricula We can begin with a truism: if we are thinking about curriculum change, then we need to think about knowledge and the practice of inquiry. This threatens to open a very ancient can of worms, as ancient at least as Plato. But let’s take a line that can yield some results without digging down to the bottom of the can. A conviction that is shared by the drivers of all three bulldozers is deep skepticism about the kind of knowledge characteristic of Higher Education.

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Bounds of Democracy: Epistemological Access in Higher by Wally Morrow
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