Mediocrity and the Fraud Called Education: The Case of South Africa’s Curriculum Statements in English

Hove, Muchativugwa Liberty; Maruma, Mamalatswa Walburga

doi:10.1080/09751122.2014.11890220

“…Indeed, as Paechter (2007:2) affirms, 'For children […] there are three key sites in […] learning of masculinities and femininities: the family; the peer group; and the school'. I would venture to add a fourth site as the text, where inscriptions of 'treacherous masculinities and assertive femininities' (Hove 2014) are inescapable, shaping therefore the identities that learners portray in classrooms and later in their own homes and workplaces.…”

Section: A Letter To God: Teaching a Traditional Male-dominated Textmentioning

confidence: 99%

The effects of personal epistemological beliefs on pedagogical use of information and communications technologies: A comparative case of Gauteng and North-West provinces in South Africa

Mlambo¹,

Rambe²

2021

Quality Education: The Nexus of Human Capital Development, Economic Growth and Social Justice in a South African Context

0

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to rigorous two-step peer review prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/ or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations.

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“…Indeed, as Paechter (2007:2) affirms, 'For children […] there are three key sites in […] learning of masculinities and femininities: the family; the peer group; and the school'. I would venture to add a fourth site as the text, where inscriptions of 'treacherous masculinities and assertive femininities' (Hove 2014) are inescapable, shaping therefore the identities that learners portray in classrooms and later in their own homes and workplaces.…”

Section: A Letter To God: Teaching a Traditional Male-dominated Textmentioning

confidence: 99%

A framework for strengthening instructional leadership practices and learner attainment culture in school systems: A case study

Nwosu¹,

Matashu²,

Assan³

2021

Quality Education: The Nexus of Human Capital Development, Economic Growth and Social Justice in a South African Context

0

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to rigorous two-step peer review prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/ or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations.

show abstract

“…Indeed, as Paechter (2007:2) affirms, 'For children […] there are three key sites in […] learning of masculinities and femininities: the family; the peer group; and the school'. I would venture to add a fourth site as the text, where inscriptions of 'treacherous masculinities and assertive femininities' (Hove 2014) are inescapable, shaping therefore the identities that learners portray in classrooms and later in their own homes and workplaces.…”

Section: A Letter To God: Teaching a Traditional Male-dominated Textmentioning

confidence: 99%

Science, technology, engineering and mathematics education and economic growth in South Africa

Mutsvangwa¹

2021

Quality Education: The Nexus of Human Capital Development, Economic Growth and Social Justice in a South African Context

0

View full text Add to dashboard Cite

Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to rigorous two-step peer review prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/ or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations.

show abstract

Mediocrity and the Fraud Called Education: The Case of South Africa’s Curriculum Statements in English

Cited by 6 publications

References 2 publications

The effects of personal epistemological beliefs on pedagogical use of information and communications technologies: A comparative case of Gauteng and North-West provinces in South Africa

The effects of personal epistemological beliefs on pedagogical use of information and communications technologies: A comparative case of Gauteng and North-West provinces in South Africa

A framework for strengthening instructional leadership practices and learner attainment culture in school systems: A case study

Science, technology, engineering and mathematics education and economic growth in South Africa

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