dc.contributor.author | Simmonds, Shan | |
dc.contributor.author | Le Grange, Lesley | |
dc.date.accessioned | 2022-10-19T10:04:55Z | |
dc.date.available | 2022-10-19T10:04:55Z | |
dc.date.issued | 2019 | |
dc.identifier.citation | Simmonds, S. & Le Grange, L. 2019. ‘Research in curriculum studies : reflections on nomadic thought for advancing the field’. Transformation in Higher Education 4:1-9. [https:// doi.org/10.4102/the.v4i0.76] | en_US |
dc.identifier.issn | 2415-0991 | |
dc.identifier.issn | 2519-5638 (Online) | |
dc.identifier.uri | http://hdl.handle.net/10394/39942 | |
dc.identifier.uri | https://doi.org/10.4102/the.v4i0.76 | |
dc.description.abstract | Background: Key to sustainability and expansion of any field is the intellectual works of its
scholars who engage in their field as in-becoming and who continually strive towards its
advancement. For researchers of curriculum studies this involves being knowledgeable and
conversant of the underlying discourses framing and challenging the field.
Aim: In South Africa, field of curriculum studies has been critiqued for being a quick-fix
solution to social problems by merely approaching the curriculum as a ‘dumping ground’ and
for its over-emphasis on curriculum as a schooling matter. The intent of this article was to
exemplify other, more current, challenges and accomplishments of the research constituting
the field.
Setting: The publications of South African National Research Foundation-rated researchers
specialising in curriculum, because their scholarship is deemed central to building societal
knowledge through quality and high-impact research.
Methods: A meta-study was conducted to determine trends in a particular cluster of
publications to identify the ways that researchers are advancing in the field of curriculum
studies in South Africa.
Results: Four pertinent findings were evidenced. Firstly, strong localism/nationalism of the
field. Secondly, the higher education context as highly researched. Thirdly, the multidisciplinary
nature of South African curriculum studies research. Fourthly, strong impetus from sociological
work in the field.
Conclusion: We reflect on nomadic thought as a starting point central to the pursuits of
researchers in advancing the field of curriculum studies as an intellectual activity and practice
of complicated conversation. | en_US |
dc.language.iso | en | en_US |
dc.publisher | AOSIS | en_US |
dc.subject | Curriculum studies | en_US |
dc.subject | Complicated conversation | en_US |
dc.subject | Nomadic thought | en_US |
dc.subject | Meta-study research | en_US |
dc.subject | National Research Foundation-rated researchers | en_US |
dc.title | Research in curriculum studies : reflections on nomadic thought for advancing the field | en_US |
dc.type | Article | en_US |
dc.contributor.researchID | 21815992 - Shan Robyn | |
dc.contributor.researchID | 27102793 - Le Grange, Lesley | |