Learning to fly: pedagogy in the Foundation Phase in the context of the CAPS reform1

Ursula Hoadley

Abstract


Learning to fly: pedagogy in the Foundation Phase in the context of the CAPS reform1
Ursula Hoadley

(Received 25 July 2016; accepted 12 October 2016)
Abstract
This paper presents an empirical analysis of pedagogy in relatively well-performing
classrooms in poor contexts in the context of the most recent curriculum reform, the
Curriculum and Assessment Policy Statement (CAPS). Amongst a set of teachers from a
recent research project, shifts in pedagogy from what had been prevalent practices in
classrooms (see Hoadley, 2012) were found. These shifts, however, appeared to be largely
surface rather than substantive. What the study found was surface compliance to policy
dictat; taking on of the form rather than substance of a different pedagogy. A subsequent,
closer analysis of the pedagogy of eight of the ‘best’ performing teachers allowed for the
theoretical development of the distinction between surface and substantive change, and to
consider more closely questions of curriculum, knowledge and pedagogy at the Foundation
Phase level. This was accomplished primarily by drawing on Bernstein’s (1996) notion of
evaluation and extending it in relation to other studies that have begun to explore the
relationship between knowledge and pedagogy, especially Venkat (2013) and Shalem and
Slonimsky (2010a; 2010b).

Keywords


Foundation Phase: evaluative rules: knowledge; Bernstein

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Copyright (c) 2017 Ursula Hoadley

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Journal of Education