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Palgrave Macmillan

Curriculum Studies in South Africa

Intellectual Histories and Present Circumstances

  • Book
  • © 2010

Overview

Editors:
  1. William F. Pinar
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Part of the book series: International and Development Education (INTDE)

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Table of contents (9 chapters)

  1. Front Matter

    Pages i-xii
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  2. Introduction

    • William F. Pinar
    Pages 1-18

  3. “What to Teach the Natives”: A Historiography of the Curriculum Dilemma in South Africa

    • Crain Soudien
    Pages 19-49

  4. Drawing the Line in Post-Apartheid Curriculum Studies

    • Wayne Hugo
    Pages 51-105

  5. From Response to Theorizing: Curriculum Genesis in South Africa from the Perspective of Critical Incidence Autoethnography

    • Labby Ramrathan
    Pages 107-124

  6. Tribes and Territory: Contestation around Curriculum in South Africa

    • Ursula Hoadley
    Pages 125-176

  7. South African Curriculum Studies: A Historical Perspective and Autobiographical Account

    • Lesley Le Grange
    Pages 177-200

  8. Toward Authentic Teaching and Learning in Post-Apartheid South Africa: In Defense of Freedom, Friendship, and Democratic Citizenship

    • Yusef Waghid
    Pages 201-220

  9. On the Internationalization of Curriculum Studies

    • William F. Pinar
    Pages 221-242

  10. Epilogue

    • Lesley Le Grange
    Pages 243-245

  11. Back Matter

    Pages 247-256
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Keywords

About this book

While much has been written about South African education, now, for the first time, gathered in one collection are glimpses of South African curriculum studies described by six distinctive points of view.

About the authors

WILLIAM F. PINAR holds a Canada Research Chair and directs the Centre for the Study of the Internationalization of Curriculum Studies at the University of British Columbia, Canada.

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