,1. Explain if the curriculum you teach is positivist, interpretivist, critical, or
post structuralist - or a combination of these. Give examples from the curriculum
document to support your analysis. (20)
In order to determine the nature of the curriculum being taught, it is important to
understand the characteristics of each educational perspective: positivist, interpretivist,
critical, and post-structuralist.
A positivist curriculum is based on the belief that knowledge can be objectively determined
through scientific methods. It emphasizes the acquisition of facts and the development of
skills through structured learning experiences. The curriculum focuses on measurable
outcomes and standardized assessments. An example from the curriculum document
could be the inclusion of specific learning objectives and a clear sequence of topics to be
covered, with a strong emphasis on measurable outcomes and assessments aligned with
these objectives.
An interpretivist curriculum, on the other hand, emphasizes the subjective experiences and
meanings individuals construct through their interactions with the world. It values personal
perspectives, cultural diversity, and the exploration of multiple interpretations. In this
curriculum, learning is often facilitated through open-ended activities and discussions. An
example from the curriculum document might include the promotion of inquiry-based
learning approaches that encourage students to explore different viewpoints and engage
in reflective practices.
A critical curriculum seeks to challenge and transform social inequalities and injustices. It
aims to empower students to critically analyze the world and take action to bring about
positive change. This curriculum encourages students to question dominant ideologies,
systems of power, and social norms. An example from the curriculum document might
involve the inclusion of units or lessons that address social issues, promote critical
thinking, and encourage students to become active agents of change in their communities.
Lastly, a post-structuralist curriculum rejects the idea of fixed meanings and stable
identities. It views knowledge as socially constructed and influenced by power dynamics.
This curriculum promotes deconstruction and the exploration of alternative perspectives,
questioning established categories and binary thinking. An example from the curriculum
document might be the inclusion of activities or assignments that encourage students to
critically analyze language, narratives, and discourses, exploring the ways in which power
structures shape meaning.
Based on the given options, the curriculum being taught may exhibit elements of one or
more of these perspectives, or even a combination of them. To provide a more accurate
, analysis, it would be necessary to examine the curriculum document itself, looking for
specific characteristics and examples that align with these perspectives.
2. Construct a concept map of Curriculum and Knowledge (Textbook (Curriculum studies:
visions and imaginings) pg. 19-21). A concept map shows the most important concepts
and how they are related to each other. A concept map is not a mind map [see module
page CSP4801-23-Y for more information on concept maps]. (20)
Here is a concept map illustrating the key concepts and their interrelationships:
Curriculum and Knowledge:
Curriculum
Purpose
Design
Implementation
Evaluation
Knowledge
Types of knowledge
Declarative knowledge
Procedural knowledge
Conceptual knowledge
Metacognitive knowledge
Curriculum Content
Subject-specific knowledge
Interdisciplinary knowledge
Core concepts and skills
Pedagogy
Teaching methods
Instructional strategies
Learning experiences
Assessment
Formative assessment
Summative assessment
Authentic assessment
post structuralist - or a combination of these. Give examples from the curriculum
document to support your analysis. (20)
In order to determine the nature of the curriculum being taught, it is important to
understand the characteristics of each educational perspective: positivist, interpretivist,
critical, and post-structuralist.
A positivist curriculum is based on the belief that knowledge can be objectively determined
through scientific methods. It emphasizes the acquisition of facts and the development of
skills through structured learning experiences. The curriculum focuses on measurable
outcomes and standardized assessments. An example from the curriculum document
could be the inclusion of specific learning objectives and a clear sequence of topics to be
covered, with a strong emphasis on measurable outcomes and assessments aligned with
these objectives.
An interpretivist curriculum, on the other hand, emphasizes the subjective experiences and
meanings individuals construct through their interactions with the world. It values personal
perspectives, cultural diversity, and the exploration of multiple interpretations. In this
curriculum, learning is often facilitated through open-ended activities and discussions. An
example from the curriculum document might include the promotion of inquiry-based
learning approaches that encourage students to explore different viewpoints and engage
in reflective practices.
A critical curriculum seeks to challenge and transform social inequalities and injustices. It
aims to empower students to critically analyze the world and take action to bring about
positive change. This curriculum encourages students to question dominant ideologies,
systems of power, and social norms. An example from the curriculum document might
involve the inclusion of units or lessons that address social issues, promote critical
thinking, and encourage students to become active agents of change in their communities.
Lastly, a post-structuralist curriculum rejects the idea of fixed meanings and stable
identities. It views knowledge as socially constructed and influenced by power dynamics.
This curriculum promotes deconstruction and the exploration of alternative perspectives,
questioning established categories and binary thinking. An example from the curriculum
document might be the inclusion of activities or assignments that encourage students to
critically analyze language, narratives, and discourses, exploring the ways in which power
structures shape meaning.
Based on the given options, the curriculum being taught may exhibit elements of one or
more of these perspectives, or even a combination of them. To provide a more accurate
, analysis, it would be necessary to examine the curriculum document itself, looking for
specific characteristics and examples that align with these perspectives.
2. Construct a concept map of Curriculum and Knowledge (Textbook (Curriculum studies:
visions and imaginings) pg. 19-21). A concept map shows the most important concepts
and how they are related to each other. A concept map is not a mind map [see module
page CSP4801-23-Y for more information on concept maps]. (20)
Here is a concept map illustrating the key concepts and their interrelationships:
Curriculum and Knowledge:
Curriculum
Purpose
Design
Implementation
Evaluation
Knowledge
Types of knowledge
Declarative knowledge
Procedural knowledge
Conceptual knowledge
Metacognitive knowledge
Curriculum Content
Subject-specific knowledge
Interdisciplinary knowledge
Core concepts and skills
Pedagogy
Teaching methods
Instructional strategies
Learning experiences
Assessment
Formative assessment
Summative assessment
Authentic assessment
