- Title
- The adaptive development and use of learning support materials in response to the 1st principle of the revised national curriculum statement : the case of Hadeda Island
- Creator
- Olvitt, Lausanne Laura
- Subject
- Environmental education -- South Africa -- Case studies Environmental education -- Curricula -- South Africa Teaching -- Aids and devices -- South Africa
- Date Issued
- 2004
- Date
- 2004
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- vital:1938
- Identifier
- http://hdl.handle.net/10962/d1007719
- Description
- This case study describes the development and trial use of the Hadeda Island Big Book. Developed within a transforming South African curriculum framework, the study recognises that current educational practices are shaped and steered by historical, cultural, political and economic realities. This perspective guides the research design, which considers each of the three participating schools as contextually unique. The Hadeda Island Big Book was developed in response to the 1st Principle of the Revised National Curriculum Statement (RNCS). This calls for all curriculum activities to develop learners' understandings of the relationship between social justice, a healthy environment, human rights and inclusivity. The study probes ways in which learning support materials might respond in line with the vision of the RNCS 1st Principle. Associated challenges, tensions and opportunities are discussed in relation to schools' interactions with the Hadeda Island Big Book. The diverse and creative responses to the book lead this study to foreground generative approaches to curriculum work. Emphasis is thus redirected from hierarchical, stipulative views of curriculum to more dynamic, responsive views of curriculum as a guiding framework. This is regarded as a valuable orientation to the development of future learning support materials. The study comments on the challenge of supporting teachers to develop curriculum activities that reflect a view of 'environment' as socially shaped and multi-dimensional. Tendencies to focus on either the 'ecological' or the 'social' dimensions of environmental issues rather than on the interacting socio-ecological dimensions are recognised as limiting the material's potential to strengthen environmental learning in schools. The study recommends that greater attention be paid to the environmentally-oriented Learning Outcomes and Assessment Standards of all Learning Areas in the RNCS. In so doing, socio-ecological learning processes may be strengthened through curriculum work.
- Format
- 216 leaves
- Format
- Publisher
- Rhodes University
- Publisher
- Faculty of Education, Education
- Language
- English
- Rights
- Olvitt, Lausanne Laura
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Olvitt, Lausanne Laura (Dr)
RU Department of Education
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