Jonathan Jansen and the Curriculum Debate in South Africa: An Essay Review of Jansen’s Writings Between 1999 and 2009

References

• Apple, M. W. (2000). Between neoliberalism and neo-conservatism: Education and conservatism in a global context. In N. Burbules & C. Torres (Eds.), Globalisation and education critical perspectives (pp. 57–77). New York: Routledge.
   Google Scholar
• Bernstein, B. (1977). Class, codes and control, volume 3: Towards a theory of educational transmissions (2nd ed.). London: Routledge and Kegan Paul.
   Google Scholar
• Bourdieu, P. (1988). Vive la crise! For heterodoxy in social science. Theory and Society, 17, 774–775.
   Google Scholar
• Bourdieu, P., Chamboredon, J.-C., & Passeron, J.-C. (1991). The craft of sociology: Epistemological preliminaries. Berlin, Germany: de Gruyter.
   Google Scholar
• Buckland, P. (2005). Reshaping the future education and post-conflict reconstruction Washington, DC: World Bank.
   Google Scholar
• Chisholm, L. (2005). The politics of curriculum review and revision in South Africa in regional context. Compare, 35(1), 79–100.
   Google Scholar
• Christie, P. (1994). South Africa in transition: Educational policies, 1990–3. Discourse, 14(2), 45–56.
   Google Scholar
• Christie, P. (1996). Globalisation and the curriculum proposals for the integration of education and training in South Africa. International Journal of Educational Development, 16(4), 407–416.
   Web of Science ®Google Scholar
• Cross, M., Carpentier, C., & Ait-Mehdi, H. (2008). Unfulfilled promise radical discourses in South African educational historiography, 1970–2007. History of Education, 38(4), 75–503.
   Google Scholar
• Cross, M., Rouhani, S., & Mungadi, R. (2002). No easy road: Curriculum reform in basic education in South Africa. Comparative Education, 38(2), 171–187.
   Web of Science ®Google Scholar
• Del Pilar O'cadiz, M., Wong, P., & Torres, C. (1998). Education and democracy. Oxford: Westview.
   Google Scholar
• Department of Education. (1997). Curriculum 2005: Lifelong learning for the 21^st century. A user's guide. Pretoria, South Africa: Author.
   Google Scholar
• Department of National Education. (1991a). A curriculum model for education in South Africa (CUMSA). Pretoria, South Africa: Author.
   Google Scholar
• Department of National Education. (1991b). Education renewal strategy (ERS). Pretoria, South Africa: Author.
   Google Scholar
• French, E. (2011). The drama of OBE and the puzzles of policy. Part 1. The Thinker, 23, 6–12.
   Google Scholar
• Ginsburg, M., Cooper, S., Rajeshwari, R., & Hugo, Z. (1991). Educational reform: Social struggle, the state and the world economic system. In M. Ginsburg (Ed.), Understanding educational reform in global context: Economy, ideology, and the state (pp. 3–47). New York: Garland.
   Google Scholar
• Harley, K., & Parker, B. (1999). Integrating differences: Implications of an outcomes-based national qualifications framework for the roles and competencies of teachers. In J. Jansen & P. Christie (Eds.), Changing curriculum: Studies on outcomes-based education in South Africa (pp. 181–200). Kenwyn, South Africa: Juta.
   Google Scholar
• Hoadley, U. (2010). Tribes and territory: Contestation around curriculum in South Africa. In W. F. Pinar (Ed.), Curriculum studies in South Africa: Intellectual histories and present circumstances (pp. 125–176). New York: Palgrave Macmillan.
   Google Scholar
• Hoffman, E. (2004). After such knowledge: Mediation on the aftermath of the Holocaust. London: Secker and Warburg.
   Google Scholar
• Howie, S. (2001). Mathematics and Science performance in grade 8 in South Africa: TIMMD-R 1999 South Africa. Pretoria, South Africa: Human Sciences Research Council.
   Google Scholar
• Institute of Global Cultural Studies (IGCS). (2006). Public intellectuals and the African experience: Comparative intellectual recognition. Retrieved December 22, 2011, from http://igcs.binghamton.edu/igcs_site/intellectuals.pdf
   Google Scholar
• Jansen, J. (1990). Curriculum policy as compensatory legitimation? A view from the periphery. Oxford Review of Education, 16(1), 29–38.
   Web of Science ®Google Scholar
• Jansen, J. (Ed.). (1991). Knowledge and power in South Africa: Critical perspectives across the disciplines. Johannesburg, South Africa: Skotaville.
   Google Scholar
• Jansen, J. (1998a). Curriculum reform in South Africa: A critical analysis of outcomes-based education. Cambridge Journal of Education, 28(3), 321–331.
   Google Scholar
• Jansen, J. (1998b). Essential alterations? A critical analysis of the state's syllabus revision. Perspectives in Education, 17(2), 1–11.
   Google Scholar
• Jansen, J. (1998c). Curriculum reform since apartheid: Intersections of policy and practice in the South African transition. Journal of Curriculum Studies, 31(1), 57–67.
   Web of Science ®Google Scholar
• Jansen, J. (1999a). A very noisy OBE: The implementation of OBE in Grade 1 classrooms. In J. Jansen & P. Christie (Eds.), Changing curriculum: Studies on outcomes-based education in South Africa (pp. 203–218). Cape Town, South Africa: Juta.
   Google Scholar
• Jansen, J. (1999b). Why outcomes-based education will fail: An elaboration. ln J. Jansen & P. Christie (Eds.), Changing curriculum: Studies on outcomes-based education in South Africa (pp. 145–156). Cape Town, South Africa: Juta.
   Google Scholar
• Jansen, J. (2000). Framing education policy after apartheid: On the politics of non reform in South African education, 1990–2000. Johannesburg, South Africa: Centre for Development Enterprises.
   Google Scholar
• Jansen, J. (2001). Rethinking education policy making in South Africa: Symbols of change, signals of conflict. In A. Kraak & M. Young (Eds.), Education in retrospect: Policy and implementation 1990–2000 (pp. 40–57). Pretoria, South Africa: HSRC Press.
   Google Scholar
• Jansen, J. (2002). Political symbolism as policy craft: Explaining non-reform in South African education after apartheid. Journal of Education Policy, 17(2), 199–215.
   Web of Science ®Google Scholar
• Jansen, J. (2003). Evaluating transitions. Review essay. Pedagogy, Culture and Society, 1(2), 309–312.
   Google Scholar
• Jansen, J. (2005). The colour of leadership. The Educational Forum, 69(2), 200–211.
   Google Scholar
• Jansen, J. (2006). What three new books tell us about the state of education scholarship in South Africa. Perspectives in Education, 24(2), 187–190.
   Google Scholar
• Jansen, J. (2007). King James, Princess Alice, and the ironed hair: A tribute to Stephen Bantu Biko. In C. Van Wyk (Ed.), We write what we like (pp. 123–132). Johannesburg, South Africa: Wits University Press.
   Google Scholar
• Jansen, J. (2008). Bearing Whiteness: Pedagogy of compassion in a time of troubles. The Fifth Annual Hans Brenninkmeijer Memorial Lecture. Catholic Institute of Education, Johannesburg, South Africa.
   Google Scholar
• Jansen, J. (2009a). Knowledge in the blood: Confronting race and the apartheid past. Palo Alto, CA: Stanford University Press.
   Google Scholar
• Jansen, J. (2009b). On the clash of martyrological memories. Perspectives in Education, 27(2), 147–157.
   Web of Science ®Google Scholar
• Jansen, J. (2010). The enduring legacy of OBE. The Times, July 21. Retrieved July 11, 2011, from http://www.timeslive.co.za/opinion/columnists/2010/07/21/jonathan-jansen-the-enduring-legacy-of-obe
   Google Scholar
• Jansen, J. (2011). We need to talk. Northcliff, South Africa: Bookstorm and Macmillan.
   Google Scholar
• Jonathan, R. (2006). Academic freedom, institutional autonomy and public accountability in higher education: A framework for analysis of the “state-sector” relationship in a democratic South Africa. Research report prepared for the CHE Task Team on South African Government Involvement in, and Regulation of, Higher Education, Institutional Autonomy and Academic Freedom.
   Google Scholar
• Kallaway, P. (Ed.). (2002). The history of education under apartheid 1948–1994. Cape Town, South Africa: Maskew Miller Longman.
   Google Scholar
• Maclaughlin, M. (1997). Implementation as mutual adaptation: Change in classroom organisation. In U. Hoadley & J. Jansen (Eds.) (2009), Curriculum. Organising knowledge for the classroom (pp. 328–338). Cape Town, South Africa: Oxford University Press.
   Google Scholar
• Marzano, R. (1994). Lessons from the field about outcome-based performance assessments. Educational Leadership, 51, 44–50.
   Web of Science ®Google Scholar
• Matseleng Allais, S. (2006). Problems with qualification reform in senior secondary education in South Africa. In M. Young & J. Gamble (Eds.), Knowledge, curriculum and qualifications for South African further education (pp. 29–34). Cape Town, South Africa: HSRC Press.
   Google Scholar
• McGath, S. (1997). Reading the NQF: Towards an analytical framework. In P. Kallaway, G. Kruss, G. Donn, & A. Fataar (Eds.), Education after apartheid: South African education in transition (pp. 169–192). Cape Town, South Africa: University of Cape Town Press.
   Google Scholar
• Morrow, R. A., & Torres, C. A. (2000). The state, globalisation and educational policy. In N. C. Burbules & C. A. Torres (Eds.), Globalisation and education. Critical Perspectives (pp. 27–56). New York: Routledge.
   Google Scholar
• Motshekga, A. (2009). “We've signed OBE's death certificate”: Statement by minister of basic education, Angie Motshekga, on curriculum review process, National Assembly 5 November 2009. Retrieved November 7, 2011, from http://wwwpoliticsweb.co.za
   Google Scholar
• Muller, J. (2000). Reclaiming knowledge: Social theory, curriculum and education policy. London: RoutledgeFalmer.
   Google Scholar
• Padayachee, V. (1998). Progressive academic economists and the challenge of development in South Africa's decade of liberation. Review of African Political Economy, 25(77), 431–450.
   Google Scholar
• Pinar, W. F. (2010). On the internationalisation of curriculum studies. In W. F. Pinar (Ed.), Curriculum studies in South Africa: Intellectual histories and present circumstances (pp. 221–242). New York: Palgrave Macmillan.
   Google Scholar
• Popkewitz, T. S. (2000). Reform as the social administration of the child: Globalisation of knowledge and power. In N. C. Burbules & C. A. Torres (Eds.), Globalisation and education critical perspectives (pp. 157–186). New York: Routledge.
   Google Scholar
• Psacharopoulos, G. & Woodhall, M. (1985). Education for development: An analysis of investment choices. Washington, DC: World Bank.
   Google Scholar
• Soudien, C. (2009). What to teach the natives: A historiography of the curriculum dilemma in South Africa. In W. F. Pinar (Ed.), Curriculum studies in South Africa: Intellectual histories and present circumstances (pp. 19–49). New York: Palgrave Macmillan.
   Google Scholar
• South African Department of Education. (2009). Report of the Task Team for the Review of the Implementation of the National Curriculum Statement. Pretoria, South Africa: Author.
   Google Scholar
• Spreen, C. (2001). Globalisation and education policy borrowing: Mapping out outcomes based education in South Africa (Unpublished doctoral thesis). Teachers College, Columbia University, New York.
   Google Scholar
• Taylor, N. (1999). Curriculum 2005: Finding a balance between school and everyday knowledges. In N. Taylor & P. Vinjevolds (Eds.), Getting learning right: Report of the President's Education Initiative Research Project (pp. 105–121). Johannesburg, South Africa: Joint Education Trust.
   Google Scholar
• Taylor, N. (2009). The state of South African schools part 1: Time and regulation of consciousness. Journal of Education, 46, 9–32.
   Google Scholar
• Young, M. (2010). The future of education in a knowledge society: The radical case for a subject-based curriculum. Journal of the Pacific Circle Consortium for Education, 22(1), 21–32.
   Google Scholar