Decolonising the South African art curriculum

Decolonising the South African art curriculum

Submitted to Faculty of Humanities Department of History of Art University of the Witwatersrand === This study is a broad inquiry into art education and curriculum. This research focuses on determining the modernist ideologies that underpin the Visual art curriculum and assessment policy (CAPS) do...

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Main Author: Smith, Candice Jane
Format: Others
Language:en
Published: 2018
Online Access:https://hdl.handle.net/10539/25963
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spelling ndltd-netd.ac.za-oai-union.ndltd.org-wits-oai-wiredspace.wits.ac.za-10539-259632019-05-11T03:40:00Z Decolonising the South African art curriculum Smith, Candice Jane Submitted to Faculty of Humanities Department of History of Art University of the Witwatersrand This study is a broad inquiry into art education and curriculum. This research focuses on determining the modernist ideologies that underpin the Visual art curriculum and assessment policy (CAPS) document for grades 10 to 12 and considers the impact of modernist ideologies on decolonising art curriculum. A content analysis has been used in relation to the available literature, various iterations of the art curriculum and the prescribed CAPS textbooks for Visual art. My argument is that the curriculum does contain modernist underpinnings that hinder the decolonial potential of the CAPS curriculum and will reproduce the underlying modern system. There has been a call for decolonised curriculum across educational institutes and for education that is relevant to the learner's world. MT 2018 2018-11-02T13:27:03Z 2018-11-02T13:27:03Z 2018 Thesis https://hdl.handle.net/10539/25963 en application/pdf
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language en
format Others
sources NDLTD
description Submitted to Faculty of Humanities Department of History of Art University of the Witwatersrand === This study is a broad inquiry into art education and curriculum. This research focuses on determining the modernist ideologies that underpin the Visual art curriculum and assessment policy (CAPS) document for grades 10 to 12 and considers the impact of modernist ideologies on decolonising art curriculum. A content analysis has been used in relation to the available literature, various iterations of the art curriculum and the prescribed CAPS textbooks for Visual art. My argument is that the curriculum does contain modernist underpinnings that hinder the decolonial potential of the CAPS curriculum and will reproduce the underlying modern system. There has been a call for decolonised curriculum across educational institutes and for education that is relevant to the learner's world. === MT 2018
author Smith, Candice Jane
spellingShingle Smith, Candice Jane
Decolonising the South African art curriculum
author_facet Smith, Candice Jane
author_sort Smith, Candice Jane
title Decolonising the South African art curriculum
title_short Decolonising the South African art curriculum
title_full Decolonising the South African art curriculum
title_fullStr Decolonising the South African art curriculum
title_full_unstemmed Decolonising the South African art curriculum
title_sort decolonising the south african art curriculum
publishDate 2018
url https://hdl.handle.net/10539/25963
work_keys_str_mv AT smithcandicejane decolonisingthesouthafricanartcurriculum
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