Drawing the line in post-apartheid curriculum studies

Wayne Hugo

pp. 51-105

in: William F. Pinar (ed), Curriculum studies in South Africa, Basingstoke, Palgrave Macmillan, 2010

Abstract

There are extrinsic and intrinsic dimensions to curriculum studies (CS): the former places curriculum studies within a complex context; the latter provides a set of distinctions directly derived from the archetypal forms involved in the practice of systematically teaching and learning organized knowledge structures. Two primitive extrinsic distinctions are used to provide a multidimensional lattice that enables the placement, classification, analysis, and critique of Post-Apartheid Curriculum Studies (PACS). Two primitive intrinsic distinctions are used to develop a basic taxonomy of the types of systematically teaching and learning organized knowledge that allow us to draw out curriculum studies from within its own operating logics. How the extrinsic and intrinsic dimensions overlap is discussed in the final section.