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A hermeneutical approach to curriculum interpretation : deconstruction as a learning activity

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dc.contributor.advisor Van Niekerk, L.J. (Prof.) en Boshoff, Anna Elizabetha Magdalena Johanna en 2009-08-25T10:51:44Z 2009-08-25T10:51:44Z 2009-08-25T10:51:44Z 2007-10-31 en
dc.identifier.citation Boshoff, Anna Elizabetha Magdalena Johanna (2009) A hermeneutical approach to curriculum interpretation : deconstruction as a learning activity, University of South Africa, Pretoria, <> en
dc.description.abstract The general view of educators at all levels of education as well as trainers in industry, that learners do not have the ability to use their knowledge inter-curricular and holistically in their lives prompted the study. A very superficial study that was done in 2000, regarding the same problem, acted as the starting point for this study. The main purpose of the study was to determine the reasons for the general perception by educators that learners do not use their embedded knowledge in an inter-curricular manner. It also aimed to determine the most effective facilitating styles and methods that would help the learners to develop the skills to learn with the main aim to achieve learning that lasts and not just learning to pass. The use of deconstruction as a learning activity forms the biggest part of this qualitative action research project which was based on the main principles of the hermeneutic approach namely, communication followed by interpretation in order to reach understanding. The principles of narrative therapy were also used in the project. The hermeneutic approach followed in this study also allows the reader to walk the road with the participants as a narrative, first person reporting style provides rich background information regarding all the participants of the study as well as the contexts in which the actions took place. The reader will also be able to feel the closeness that existed between the educator and the learners who were part of this study. en
dc.format.extent 1 online resource (ix, 184 leaves)
dc.language.iso en en
dc.subject “Thinking in a box” en
dc.subject Socio-economic and cultural influences on learning en
dc.subject Shyness en
dc.subject Reconstruction self-efficacy en
dc.subject Qualitative research en
dc.subject Psychical closeness en
dc.subject Narrative therapy en
dc.subject Learning process en
dc.subject Language proficiency en
dc.subject Interviews en
dc.subject Hermeneutic en
dc.subject Frame of reference en
dc.subject Embedded knowledge en
dc.subject Deconstruction en
dc.subject Convenience sampling en
dc.subject Constructivism en
dc.subject Action research en
dc.subject.ddc 370.15
dc.subject.lcsh Action research in education
dc.subject.lcsh Research
dc.subject.lcsh Self-actualization (Psychology)
dc.subject.lcsh Constructivism (Education)
dc.subject.lcsh Narrative therapy
dc.subject.lcsh Learning, Psychology of
dc.title A hermeneutical approach to curriculum interpretation : deconstruction as a learning activity en
dc.type Thesis en
dc.description.department Educational Studies en M.Ed. (Didactics) en

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