HED4802
ASSIGNMENT 2 2025
N. B PARAPHRASE YOUR WORK TO AVOID PLAGARISM (CHANGE WORDS)
Question 1: Paradigms and Curriculum Design – A Critical
Evaluation
Different paradigms influence curriculum design and implementation, each
with its own distinct perspective on information, learning, and teaching. This
discussion examines four major paradigms—positivism, interpretivism, critical
theory, and poststructuralism—and their impact on curriculum goals,
knowledge selection, teaching tactics, and assessment practices in schools.
Positivism is based on the concept that knowledge is objective, observable,
and quantifiable. A positivist curriculum's major goal is to communicate
known facts and universal truths, which are frequently obtained from the
natural sciences (Hoadley & Jansen, 2012). The knowledge picked is often
, factual, sequential, and standardised, with a preference for basic disciplines
such as mathematics and physics. To ensure correctness, teachers
frequently use direct instruction, lectures, and repetition in their classrooms.
Assessment is formal and summative, with an emphasis on quantifiable
results such as tests and examinations. According to South Africa's
Curriculum and Assessment Policy Statement (CAPS), disciplines such as
Physical Science are normally taught in a systematic, positivist manner.
Interpretivism focusses on meaning-making rather than objectivity. This
paradigm sees knowledge as socially created and context-dependent.
Interpretivism curriculum objectives emphasise personal development,
cultural awareness, and the learner's own experiences (Ornstein & Hunkins,
2017). Teachers take on a more facilitative role, promoting debate, group
work, and reflection. Content is chosen based on its relevance to learners'
actual experiences, and different perspectives are accepted. Assessment is
frequently formative and qualitative, with self-assessments, portfolios, and
class discussions. Life Orientation is a practical example, in which students
explore identity, diversity, and interpersonal skills through discussion-based
instruction.
Critical theory fosters transformation by focussing on questions of power,
inequality, and social justice. This paradigm's curriculum objectives are
emancipatory, with the goal of empowering students to examine and criticise
society systems (Freire, 1970). Knowledge is picked not only for academic
goals, but also to promote critical thinking. Debates, inquiry-based learning,
and problem-posing approaches are all teaching methodologies that equip
students with the tools they need to question prevalent beliefs. Assessment
approaches are introspective, interactive, and frequently project-based. For
example, in history lectures about apartheid or colonialism, teachers may
encourage pupils to question dominant narratives and examine marginalised
views.
In contrast, poststructuralism calls into question fixed meanings and universal
truths. It perceives knowledge as fractured, flexible, and shaped by language
and discourse. This paradigm's curriculum strives to unsettle assumptions
and examine different interpretations (Slattery 2013). There is no single truth
to teach; instead, students are encouraged to dissect texts, question binary
thinking, and evaluate multiple identities. Teaching is dialogue-based and
exploratory, whereas evaluations are open-ended and creative, such as visual
representations or critical essays. An example could be evaluating how
gender is portrayed in media texts during English lectures, allowing students
to question the role of discourse in constructing identity.
Finally, each paradigm provides unique contributions to curriculum design.
Positivism prioritises structure and quantitative outcomes; interpretivism
promotes comprehension and meaning; critical theory advocates for justice
and empowerment; and post-structuralism creates space for questioning
norms. Recognising these paradigms enables educators to use more
inclusive, adaptable, and context-sensitive ways to teaching and learning.
ASSIGNMENT 2 2025
N. B PARAPHRASE YOUR WORK TO AVOID PLAGARISM (CHANGE WORDS)
Question 1: Paradigms and Curriculum Design – A Critical
Evaluation
Different paradigms influence curriculum design and implementation, each
with its own distinct perspective on information, learning, and teaching. This
discussion examines four major paradigms—positivism, interpretivism, critical
theory, and poststructuralism—and their impact on curriculum goals,
knowledge selection, teaching tactics, and assessment practices in schools.
Positivism is based on the concept that knowledge is objective, observable,
and quantifiable. A positivist curriculum's major goal is to communicate
known facts and universal truths, which are frequently obtained from the
natural sciences (Hoadley & Jansen, 2012). The knowledge picked is often
, factual, sequential, and standardised, with a preference for basic disciplines
such as mathematics and physics. To ensure correctness, teachers
frequently use direct instruction, lectures, and repetition in their classrooms.
Assessment is formal and summative, with an emphasis on quantifiable
results such as tests and examinations. According to South Africa's
Curriculum and Assessment Policy Statement (CAPS), disciplines such as
Physical Science are normally taught in a systematic, positivist manner.
Interpretivism focusses on meaning-making rather than objectivity. This
paradigm sees knowledge as socially created and context-dependent.
Interpretivism curriculum objectives emphasise personal development,
cultural awareness, and the learner's own experiences (Ornstein & Hunkins,
2017). Teachers take on a more facilitative role, promoting debate, group
work, and reflection. Content is chosen based on its relevance to learners'
actual experiences, and different perspectives are accepted. Assessment is
frequently formative and qualitative, with self-assessments, portfolios, and
class discussions. Life Orientation is a practical example, in which students
explore identity, diversity, and interpersonal skills through discussion-based
instruction.
Critical theory fosters transformation by focussing on questions of power,
inequality, and social justice. This paradigm's curriculum objectives are
emancipatory, with the goal of empowering students to examine and criticise
society systems (Freire, 1970). Knowledge is picked not only for academic
goals, but also to promote critical thinking. Debates, inquiry-based learning,
and problem-posing approaches are all teaching methodologies that equip
students with the tools they need to question prevalent beliefs. Assessment
approaches are introspective, interactive, and frequently project-based. For
example, in history lectures about apartheid or colonialism, teachers may
encourage pupils to question dominant narratives and examine marginalised
views.
In contrast, poststructuralism calls into question fixed meanings and universal
truths. It perceives knowledge as fractured, flexible, and shaped by language
and discourse. This paradigm's curriculum strives to unsettle assumptions
and examine different interpretations (Slattery 2013). There is no single truth
to teach; instead, students are encouraged to dissect texts, question binary
thinking, and evaluate multiple identities. Teaching is dialogue-based and
exploratory, whereas evaluations are open-ended and creative, such as visual
representations or critical essays. An example could be evaluating how
gender is portrayed in media texts during English lectures, allowing students
to question the role of discourse in constructing identity.
Finally, each paradigm provides unique contributions to curriculum design.
Positivism prioritises structure and quantitative outcomes; interpretivism
promotes comprehension and meaning; critical theory advocates for justice
and empowerment; and post-structuralism creates space for questioning
norms. Recognising these paradigms enables educators to use more
inclusive, adaptable, and context-sensitive ways to teaching and learning.
