HED4802
Assignment 2
Memo | Due
20 June 2025
NO PLAGIARISM
[Pick the date]
[Type the company name]
,Exam (elaborations)
HED4802 Assignment 2 Memo | Due 20 June
2025
Course
Curriculum Studies (HED4802)
Institution
University Of South Africa (Unisa)
Book
Curriculum Studies in South Africa
HED4802 Assignment 2 Memo | Due 20 June 2025. 2 Essays provided.
Question 1 [50 marks +- 500 words] Curriculum design and implementation
are influenced by different paradigms of knowledge and learning. Using the
four paradigms of: positivism, interpretivism, critical theory, and post-
structuralism, critically evaluate how each paradigm shapes curriculum aims,
knowledge selection, teaching strategies, and assessment approaches in
schools. Provide examples to support your discussion.
Introduction
Curriculum design and implementation are deeply influenced by philosophical paradigms that
shape how knowledge and learning are perceived. Four prominent paradigms — positivism,
interpretivism, critical theory, and post-structuralism — each offer unique lenses through
which educational goals, content, pedagogy, and assessment are structured.
1. Positivism
Curriculum Aims:
Positivism emphasizes objective, measurable knowledge. Curriculum aims under this paradigm
focus on transmitting factual, universal truths and scientific knowledge to learners.
Knowledge Selection:
Content is based on established disciplines and empirical evidence, often prioritizing science,
mathematics, and standardized content.
Teaching Strategies:
Teaching is teacher-centered, relying on lectures, demonstrations, and repetition. The teacher is
seen as the authority, and learners are passive recipients.
, Assessment Approaches:
Assessment is objective and standardized (e.g., multiple-choice tests). It aims to measure
learners' ability to recall and apply factual knowledge.
Example:
A science curriculum that emphasizes laws of physics through standardized tests exemplifies
positivist principles.
2. Interpretivism
Curriculum Aims:
Interpretivism values personal understanding and meaning-making. Curriculum aims include
fostering critical thinking, empathy, and cultural awareness.
Knowledge Selection:
Knowledge is drawn from lived experiences, cultures, and histories. There is a focus on multiple
perspectives rather than absolute truths.
Teaching Strategies:
Teaching is learner-centered and dialogical. Strategies include group discussions, case studies,
and reflective activities that encourage students to co-construct knowledge.
Assessment Approaches:
Assessment is formative and qualitative, including portfolios, journals, and oral presentations.
Example:
A history class where learners analyze diaries and artifacts from different cultural groups to
understand events from multiple viewpoints.
3. Critical Theory
Curriculum Aims:
Critical theory seeks to empower learners by raising awareness of social injustices and
promoting transformation. The aim is emancipation and critical consciousness (freirean praxis).
Knowledge Selection:
Knowledge includes marginalized voices, social issues, and power structures. It critiques
dominant ideologies and curricula.
Teaching Strategies:
Pedagogy is participatory and dialogic. Teachers and learners engage in critical discussions,
debates, and problem-posing education.
Assignment 2
Memo | Due
20 June 2025
NO PLAGIARISM
[Pick the date]
[Type the company name]
,Exam (elaborations)
HED4802 Assignment 2 Memo | Due 20 June
2025
Course
Curriculum Studies (HED4802)
Institution
University Of South Africa (Unisa)
Book
Curriculum Studies in South Africa
HED4802 Assignment 2 Memo | Due 20 June 2025. 2 Essays provided.
Question 1 [50 marks +- 500 words] Curriculum design and implementation
are influenced by different paradigms of knowledge and learning. Using the
four paradigms of: positivism, interpretivism, critical theory, and post-
structuralism, critically evaluate how each paradigm shapes curriculum aims,
knowledge selection, teaching strategies, and assessment approaches in
schools. Provide examples to support your discussion.
Introduction
Curriculum design and implementation are deeply influenced by philosophical paradigms that
shape how knowledge and learning are perceived. Four prominent paradigms — positivism,
interpretivism, critical theory, and post-structuralism — each offer unique lenses through
which educational goals, content, pedagogy, and assessment are structured.
1. Positivism
Curriculum Aims:
Positivism emphasizes objective, measurable knowledge. Curriculum aims under this paradigm
focus on transmitting factual, universal truths and scientific knowledge to learners.
Knowledge Selection:
Content is based on established disciplines and empirical evidence, often prioritizing science,
mathematics, and standardized content.
Teaching Strategies:
Teaching is teacher-centered, relying on lectures, demonstrations, and repetition. The teacher is
seen as the authority, and learners are passive recipients.
, Assessment Approaches:
Assessment is objective and standardized (e.g., multiple-choice tests). It aims to measure
learners' ability to recall and apply factual knowledge.
Example:
A science curriculum that emphasizes laws of physics through standardized tests exemplifies
positivist principles.
2. Interpretivism
Curriculum Aims:
Interpretivism values personal understanding and meaning-making. Curriculum aims include
fostering critical thinking, empathy, and cultural awareness.
Knowledge Selection:
Knowledge is drawn from lived experiences, cultures, and histories. There is a focus on multiple
perspectives rather than absolute truths.
Teaching Strategies:
Teaching is learner-centered and dialogical. Strategies include group discussions, case studies,
and reflective activities that encourage students to co-construct knowledge.
Assessment Approaches:
Assessment is formative and qualitative, including portfolios, journals, and oral presentations.
Example:
A history class where learners analyze diaries and artifacts from different cultural groups to
understand events from multiple viewpoints.
3. Critical Theory
Curriculum Aims:
Critical theory seeks to empower learners by raising awareness of social injustices and
promoting transformation. The aim is emancipation and critical consciousness (freirean praxis).
Knowledge Selection:
Knowledge includes marginalized voices, social issues, and power structures. It critiques
dominant ideologies and curricula.
Teaching Strategies:
Pedagogy is participatory and dialogic. Teachers and learners engage in critical discussions,
debates, and problem-posing education.
