Birth and regeneration : the arts and culture curriculum in South Africa, 1997-2006.
| dc.contributor.advisor | Malcolm, Clifford Keith. | |
| dc.contributor.author | Singh, Lorraine Pushpam. | |
| dc.date.accessioned | 2010-09-03T09:52:22Z | |
| dc.date.available | 2010-09-03T09:52:22Z | |
| dc.date.created | 2007 | |
| dc.date.issued | 2007 | |
| dc.description | Thesis (Ph.D.)-University of KwaZulu-Natal, 2007. | en_US |
| dc.description | This study explores the coming into being of a new Learning Area called Arts and Culture in the school curriculum in South Africa since 1997. The critical questions ask why Arts and Culture was deemed necessary in the new curriculum (Curriculum 2005); what factors influenced its design and did the Review process of 2000/1 effect significant changes to the Arts and Culture curriculum? The study draws its methodology from narratology, heuristic theory, discourse analysis and literary criticism in various ways. It uses narratology as the basis for analysis and as a representational device. As I was part of the policy development, the study commences with a personal narrative that sets the scene for the research. The primary data derive from interviews with policy makers, arts curriculum developers and arts practitioners and detailed analyses of relevant arts education policies. The first level of analysis entailed a narrative analysis of the interviews, focussing on the point of view and voice of the speaker. Documents were similarly analysed using a narratological lens developed for this study. The second level of analysis brought together the two sets of data and their individual stories to produce two differently focalized stories about the Arts and Culture curriculum: a curriculum of the Heart and a curriculum of the Head, both in the service of social transformation in South Africa. A third story, representing an unseen character - resistance arts, was introduced as pivotal in the Arts and Culture story. The third level of analysis dealt with abstractions from the group stories, arguing that nation building and identity formation and the potentially transformative role of the arts were central to this Arts and Culture curriculum. Discontinuities in the socio-political context and the curriculum discourse between 1997 and 2001 resulted in shifts in focalization of the curricula and may do so in the future. Current discourse allows for the creolisation of the arts and a re-imagined cultural identity. | |
| dc.identifier.uri | http://hdl.handle.net/10413/863 | |
| dc.language.iso | en | en_US |
| dc.subject | Arts--Study and teaching--South Africa. | en_US |
| dc.subject | Education--Curricula--South Africa. | en_US |
| dc.subject | Theses--Education. | en_US |
| dc.title | Birth and regeneration : the arts and culture curriculum in South Africa, 1997-2006. | en_US |
| dc.type | Thesis | en_US |
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