Curriculum reform in higher education: A contested space

Curriculum reform in higher education: A contested space

• Shay, Suellen University of Cape Town, Cape Town, South Africa

Teaching in Higher Education, 20(4), 431-441, 2015

Routledge

2015

• D Curriculum
  • DB Development & Evaluation
• D Curriculum
  • DF Post-Secondary Education Programmes

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Drawing on the theoretical and analytical tools from the sociology of education, in particular the work of Basil Bernstein and Karl Maton, the paper explores the tensions within curriculum reform discourses and how these tensions play out in different global contexts. The analysis focuses on two curriculum reform policies -- Hong Kong and South Africa. On the surface the policies appear to be addressing a similar problem of inadequate schooling systems and proposing a similar solution, the restructuring of the undergraduate degree from three to four years. Drawing on the principles of temporality and specialization from Legitimation Code Theory, the analysis shows that the underlying logic for these reforms is very different. A comparison of these different logics provides insight into the highly contested space of curriculum reform and the implications for addressing inequality.
[Copyright of Teaching in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13562517.2015.1023287]

• English

Journal Articles

• 13562517

• 10.1080/13562517.2015.1023287

https://bibliography.lib.eduhk.hk/en/bibs/36a6a3ee

2015-10-16