- Title
- Knowledge and knower structures in relation to reproductive and sexual health in school curricula of Kenya and South Africa
- Creator
- Chemwor, Ezekiel Kiplimo
- Subject
- Curriculum planning -- Kenya
- Subject
- Curriculum planning -- South Africa Education -- Study and teaching Reproductive health -- Study and teaching -- Kenya Reproductive health -- Study and teaching -- South Africa
- Date Issued
- 2017
- Date
- 2017
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- http://hdl.handle.net/10948/14884
- Identifier
- vital:27893
- Description
- This study investigates the Reproductive and Sexual Health (RSH) knowledge as recontextualised in the school curricula of Kenya and South Africa. It sets to provide a holistic view of RSH by bringing to the fore the underlying principles structuring the legitimation of RSH knowledge and knowing in both curricula. More importantly, it provides a deeper understanding of what RSH concepts have to be known and what kind of ideal learner is being projected in the two curricula. The study sets out to answer the following two research questions: How is knowledge related to RSH legitimated in the South African and Kenyan school curricula? How are knowers related to RSH legitimated in the South African and Kenyan school curricula? Being located in the Official Recontextualisation Field of Bernstein’s pedagogic device, this study uses Bernstein’s knowledge structure approach and Legitimation Code Theory: Specialisation as theoretical framework. LCT: Specialisation codes provided a means of developing external languages of description or translation devices to build a requisite analytical framework for revealing the knowledge-knower structures legitimated in the two curricula. The study employs a multi-site case study research design with RSH knowledge and knowers in school curriculum being the case, and Kenya and South Africa as the two sites in the case study. The purpose of looking at the curricula from both countries was not specifically to compare the contents of the curricula documents, but rather to enable broader consideration of the ways in which they position RSH knowledge. The study found that RSH, as an interdisciplinary concept, is faced by a tension in its knowledge-knower structure across the curriculum levels. The biological component of the RSH concepts, has a hierarchical knowledge structure with a knowledge code that exhibited a purist insight as well as a horizontal knower structure that embodied a trained gaze, while the psychological component has a horizontal knowledge structure with a hierarchical knower structure that embodied a cultivated gaze.
- Format
- xviii, 161 leaves
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Nelson Mandela University
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