Constructing and transforming the curriculum for higher education : a South African case study
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Authors
Dirk, Wayne Peter
Issue Date
2013-07
Type
Thesis
Language
en
Keywords
Pierre Bourdieu , Genetic structuralism , Structure/agency , Relational sociology , Post-apartheid , Field-analytical approach , Field , Habitus , Capital , Socio-analysis , Position-taking , Classification struggle , Higher education curriculum , Institutional analysis , Institutional power , Participant objectification , Epistemic reflexivity , Hysteresis , Culture , History , Fundamental pedagogics , South African higher education transformation
Alternative Title
Abstract
This study explores the various processes that constructed and transformed the undergraduate curriculum in a Faculty of Education at a South African university. It attempts to delve beneath the representation of post-apartheid curriculum change as a linear process. The thesis argues that scholars should attempt to unravel how the curriculum performs the task of social transformation at the site of the university by empirically investigating how the relationship between structure and action links with the ideals of post-apartheid higher education policy. Theoretically, this study posits that the deficit in the local literature on the use of the structure/agency relationship as a heuristic device for examining institutional change should be addressed with the relational sociology of Pierre Bourdieu.
Description
Citation
Dirk, Wayne Peter (2013) Constructing and transforming the curriculum for higher education : a South African case study, University of South Africa, Pretoria, <http://hdl.handle.net/10500/11838>
Publisher
License
University of South Africa