Thesis (MEd) -- Stellenbosch University, 2010. / ENGLISH ABSTRACT: The new Technology curriculum was included in the National Curriculum Statement
(Department of Education, 2005) as part of the broader intention of serving as the vehicle for
reconstructing our society and our orientation towards education for the 21st century. In this
narrative I will start by exploring the congruence between the technology curriculum,
globalisation and the knowledge economy, the related discourses and the expectations these
create for technology education in the Further Education and Training and General Education
and Training bands in secondary education in South African schools. I will continue by critically
engaging with the discourses and school-based patterns of engagement that shape the technology
curriculum as well as teaching and learning practices in a secondary school. By locating my
arguments within Pierre Bourdieu’s theories of habitus, field and strategies, as elaborated on by
Lingard and Christie (2003), as well as Foucault’s theory of power, this narrative will engage
with the perceived gap in the policy implementation process. This gap consists of a myriad of
contextually interrelated factors that interact with the achievement of the prescribed outcomes
and ultimately the intention of shaping learners for meaningful participation in the knowledge
economy.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/80771 |
| Date | 12 1900 |
| Creators | Arendse, Franklin Eugene |
| Contributors | Stellenbosch University. Faculty of Education. Education Policy Studies., Berkhout, S. J. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 88 p. |
| Rights | Stellenbosch University |
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