ABSTRACT

Having sketched curriculum and pedagogic forms under apartheid in the previous two chapters, in the next six chapters I discuss the three post-apartheid curriculum reforms and pedagogic practices in classrooms where the reforms were implemented. Because I am interested in looking at change over time and in a comparison of curriculum and pedagogy under the three post-apartheid policy regimes, I use a similar theoretical framework across the chapters. I present that theoretical framework in this chapter, with an elaboration of how the theory was used in analysis in Appendix B.