2,623
Views
9
CrossRef citations to date
0
Altmetric
Articles

Curriculum-making in South Africa: promoting gender equality and empowering women (?)

Pages 636-652 | Received 28 Oct 2013, Accepted 03 Jul 2014, Published online: 08 Aug 2014

References

  • Aikman, S., and E. Unterhalter. 2005. Beyond Access: Transforming Policy and Practice for Gender Equity in Education. Oxford: Oxfam Publishing.
  • Chisholm, L. 2005. “The Making of South Africa's National Curriculum Statement.” Journal of Curriculum Studies 37 (2): 193–208. doi: 10.1080/0022027042000236163
  • Crenshaw, K. 1991. “Mapping the Margins: Intersectionality, Identity Politics and Violence Against Women of Colour.” Stanford Law Review 43 (6): 1241–1299. doi: 10.2307/1229039
  • Cross, M., R. Mungadi, and S. Rouhani. 2002. “From Policy to Practice: Curriculum Reform in South African Education.” Comparative Education 38 (2): 171–187. doi: 10.1080/03050060220140566
  • Davis, K. 2008. “Intersectionality as Buzzword: A Sociology of Science Perspective of what Makes a Feminist Theory Successful.” Feminist Theory 9 (1): 67–85. doi: 10.1177/1464700108086364
  • Dieltiens, V., E. Unterhalter, S. Letsatsi, and A. North. 2009. “Gender-Blind, Gender-Lite: A Critique of Gender Equity Approaches in the South African Department of Education.” Perspectives in Education 27 (4): 365–374.
  • Du Preez, P., and C. Roux. 2010. “Human Rights Values or Cultural Values? Pursuing Values to Maintain Positive Discipline in Multicultural Schools.” South African Journal of Education 30 (1): 13–26.
  • Du Preez, P., S. Simmonds, and C. Roux. 2012. “Teaching-Learning and Curriculum Development for Human Rights Education: Two Sides of the Same Coin.” Journal of Education 55 (1): 83–103.
  • Fataar, A. 2006. “Policy Networks in Recalibrated Political Terrain: The Case of School Curriculum Policy and Politics in South Africa.” Journal of Education Policy 21 (6): 641–659. doi: 10.1080/02680930600969159
  • Flick, U. 2009. An Introduction to Qualitative Research. 4th ed. London: Sage.
  • Fraser, N. 2007. “Mapping the Feminist Imagination: From Redistribution to Recognition to Representation.” In The Future of Gender, edited by J. Browne, 17–34. Cambridge: Cambridge University Press.
  • Guerrina, R. 2000. “Sex Equity v. Sexual Equality.” In Encyclopedia of Feminist Theories, edited by L. Code, 440–441. London: Routledge.
  • Hoadley, U. 2010. “Tribes and Territory: Contestation Around Curriculum in South Africa.” In Curriculum Studies in South Africa: Intellectual Histories & Present Circumstances, edited by F. W. Pinar, 125–176. New York: Palgrave Macmillan.
  • Hoadley, U., and J. Jansen. 2009. Curriculum: Organizing Knowledge for the Classroom. 2nd ed. Cape Town: Oxford University Press.
  • Hodder, I. 2003. “The Interpretation of Documents and Material Culture.” In Collecting and Interpreting Qualitative Materials, 2nd ed. edited by N. K. Denzin and Y. S. Lincoln, 155–175. Thousand Oaks, CA: Sage.
  • Jansen, J. 1999. “The School Curriculum Since Apartheid: Intersections of Politics and Policy in the South African Transition.” Journal of Curriculum Studies 31 (1): 57–67. doi: 10.1080/002202799183296
  • Jansen, J. 2001. “Rethinking Education Policy in South Africa: Symbols of Change, Signals of Conflict.” In Education in Retrospect: Policy and Implementation Since 1990, edited by A. Kraak and M. Young, 41–58. Pretoria: HSRC.
  • Klein, S., P. Ortman, and B. Friedman. 2002. “What is the Field of Gender Equity in Education: Questions and Answers.” In Defining & Redefining Gender Equity in Education, edited by J. Koch and P. Irby, 3–28. Greenwich: Information Age Publishing.
  • Lorber, J. 2012. Gender Inequality: Feminist Theories and Politics. 5th ed. Oxford: Oxford University Press.
  • Lykke, N. 2011. “Intersectional Analysis: Black Box or Useful Critical Feminist Thinking Technology?.” In Framing Intersectionality: Debates on a Multi-Faceted Concept in Gender Studies, edited by H. Lutz, M. T. H. Vivar and L. Supik, 207–220. Surrey: Ashgate.
  • Panday, S., M. Makiwane, C. Ranchod, and T. Letsoalo. 2009. Teenage Pregnancy in South Africa – With a Specific Focus on School-Going Learners. Child, youth, family and social development, HSRC. Pretoria: Government Printers.
  • Pinar, W. F. 2010. “Currere.” In Encyclopedia of Curriculum Studies. Volume 1, edited by C. Kridel, 177–178. London: Sage.
  • Popkewitz, T. S. 2010. “Curriculum, History of.” In Encyclopedia of Curriculum Studies. Volume 1, edited by C. Kridel, 181–188. London: Sage.
  • Rapley, T. 2007. Doing Conversation, Discourse and Document Analysis. London: Sage.
  • Rooth, E. 2005. “An Investigation of the Status and Practice of Life Orientation in South African Schools in Two Provinces.” PhD thesis, University of the Western Cape.
  • Simmonds, S. 2010. “Primary School Learners Understanding of Human Rights Teaching-Learning in Classroom Practice.” Unpublished master’s diss., North-West University, Potchefstroom.
  • Simmonds, S. 2013. “Curriculum Implications for Gender Equality in Human Rights Education.”Unpublished doctoral thesis. North-West University, Potchefstroom.
  • Sivasubramanian, M. 2008. “Social Capital, Civil Society and Education for All. A Gendered Lens.” In Gender Education and Equality in a Global Context: Contextual Frameworks and Policy Perspectives, edited by S. Fennell and M. Arnot, 67–83. London: Routledge.
  • South Africa. 1996. The Constitution of the Republic of South Africa. www.info.gov.za/documents/constitution/1996/a108--96.pdf
  • South Africa. 1997. Curriculum 2005. Lifelong Learning for the 21st Century. Pretoria: Government Printers.
  • South Africa. 2000. South Africa's National Policy Framework for Women's Empowerment and Gender Equality. Pretoria: The Office on the Status of Women.
  • South Africa. 2002a. National Curriculum Statement (NCS). Grades R-9 (Schools) Policy: Overview. Pretoria: Government Printer.
  • South Africa. 2002b. National Curriculum Statement (NCS). Life Orientation. Grades 10–12. Pretoria: Government Printer.
  • South Africa. 2003. National Curriculum Statement (NCS). Life Orientation. Grades 10–12. Pretoria: Government Printer.
  • South Africa. 2008. Millennium Development Goals and the Realization of Economic and Social Rights in South Africa: A Review. Pretoria: ERS Unit: research, documentation and policy analysis programme.
  • South Africa. 2011a. Curriculum and Assessment Policy Statement (CAPS). Life Skills. Foundation Phase. Grades R-3. Pretoria: Government Printers.
  • South Africa. 2011b. Curriculum and Assessment Policy Statement (CAPS). Life Skills. Intermediate Phase. Grades 4–6. Pretoria: Government Printers.
  • South Africa. 2011c. Curriculum and Assessment Policy Statement (CAPS). Life Orientation. Senior Phase. Grades 7–9. Pretoria: Government Printers.
  • South Africa. 2011d. Curriculum and Assessment Policy Statement (CAPS). Life Orientation. FET. Grades 1–12. Pretoria: Government Printers.
  • Subrahmanian, R. 2005. “Gender Equity in Education: A Perspective from Development.” In Gender Equity in South African Education 1994–2004: Perspectives from Research, Government and Unions, edited by L. Chisholm and J. September, 27–54. Cape Town: HSRC Press.
  • UNICEF [United Nations Children Fund]. 2007. Children and the Millennium Development Goals. New York: United Nations Children Fund.
  • United Nations. 2000. The United Nations Millennium Declaration. http://www.un.org/millennium/declaration/ares552e.pdf
  • United Nations. 2006. United Nations Millennium Project. http://www.millenniumproject.org/html/dev_goals.shtm
  • United Nations. 2010. Millennium Development Goals Report. New York: United Nations.
  • United Nations. 2012. Millennium Development Goals Report. New York: United Nations.
  • Unterhalter, E. 2007. “Gender Equality, Education and the Capability Approach.” In Amartya Sen's Capability Approach and Social Justice in Education, edited by M. Walker and E. Unterhalter, 87–108. New York: Palgrave MacMillan.
  • Yates, L. 2006. “Does Curriculum Matter? Revisiting Women's Access and Rights to Education in the Content of the UN Millennium Development Targets.” Theory and Research in Education 4 (1): 85–99. doi: 10.1177/1477878506060684

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.