Abstract
South African has adopted the Curriculum and Assessment Policy Statement curriculum, which is aimed at promoting citizenship education. However, the extent to which teachers subscribe to the same ideology has yet to be investigated. The current study explored the curriculum ideology recommended by teachers in Life Sciences, in order to determine the extent to which they support citizenship education. Participants were postgraduate teachers employed in various government schools in Gauteng, South Africa. A semi-structured questionnaire was used for data collection. Results show that teachers recommended multiple ideologies with greater support for the student-centred and service-centred ideologies. The citizenship-centred ideology was least recommended. These findings suggest that citizenship education may not be realized, as teachers do not recommend the relevant ideology.
Highlights
Gagne (1967, p. 23) defines a curriculum as a “sequence of content units arranged in such a way that the learning of each unit may be accomplished as a single act, provided the capabilities described by specified prior units have already been mastered by the student”
The current study explored the curriculum ideology recommended by teachers in Life Sciences, in order to determine the extent to which they support citizenship education
The citizenship-centred ideology was least recommended. These findings suggest that citizenship education may not be realized, as teachers do not recommend the relevant ideology
Summary
Gagne (1967, p. 23) defines a curriculum as a “sequence of content units arranged in such a way that the learning of each unit may be accomplished as a single act, provided the capabilities described by specified prior units (in the sequence) have already been mastered by the student”. 79) defines a curriculum as “all the learning experiences planned and directed by the school to attain its educational goals”. Educational authorities around the world regularly engage in curriculum review processes in order to respond to global and local emerging research, socio-economic and political dynamics. These include translation of the new ideas into new educational practices (Pietarinen, Pyhältö & Soini, 2017), standardizing content and learning outcomes (Porter, Fusarelli & Fusarelli, 2015), renewing educational content and experiences (Huang, 2004) as well as introducing student-centred curricula, content and pedagogies (Bulut, 2007). The CAPS curriculum has introduce citizenship education values to ensure that students, and the society, become selfless, clear-thinking and enlightened citizens who participate in the reconstruction and empowerment of the society (Waghid, 2002)
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