Celebrating cultural diversity : implementing an integrated approach to arts and culture in the intermediate phase of curriculum 2005

[摘要] ENGLISH ABSTRACT: Since its inception, educators across the board in South Africa have struggledto implement the new curriculum. Initial problems with terminology andavailability of learning materials have been addressed, but still the resistanceto Outcomes Based Education (0BE) and Curriculum 2005 (C2005) continues.Some of the reasons for the resistance point to feelings of disempowermentexperienced by generalist and specialist educators who now have to teach thenew Learning Area Arts and Culture. This has been attributed to, amongstothers, a lack of training, resulting in feelings of inadequacy, inappropriatetraining for large multicultural classes and the lack of teaching resources.Another reason for the resistance has been described as a resistance tochange. Many educators have found it difficult to make the paradigm shiftfrom the previous educational system to OBE and C2005.The aim of the study is to research and explore ways of empoweringeducators to teach Arts and Culture. The new educational system is geared toredressing the imbalances of the past and giving more expression to thediversity of cultures represented in South African schools. Whereas theprevious system was founded on exclusively Eurocentric ideology, principlesand values, the new system aims at a more inclusive Afrocentric approach.However, criticisms leveled at C2005 have suggested that it is still basicallyWestern in terms of values, terminology and methodology. This study istherefore aimed at investigating a culturally diverse music/arts curriculum,which draws on the wealth of resources, methods and modes readilyaccessible in South Africa. A comprehensive literature review guides the studytowards a greater understanding of how cultural identities are formed out of aneed to belong and how important recognition is to individuals and groups,particularly in terms of their diverse cultural expressions. Music and the artsare understood as being vitally important channels for expression of thisdiversity. Yet, true to the Afrocentric principle of holism, unity is found indiversity. As much common ground exists between an integrated approach and anAfrocentric approach to music/arts education, these principles are explored todetermine whether they can be adapted for use in contemporary SouthAfrican classrooms. An integrated project mode, which provides a balancebetween the specific knowledge contexts of the various Learning Areas andcollaborative learning aimed at developing the natural links between learningareas to create a vibrant whole, is suggested. The researcher conducted anintegrated project at her school with the common theme of District Six linkingfour Learning Areas and their components. Participatory action research usingqualitative methods such as questionnaires were used to determine thefeasibility of an integrated project mode of learning as a means of empoweringeducators to teach Arts and Culture. Subsequently recommendations weremade regarding implementation.

[发布机构] Stellenbosch University