Asked by Nomthandazo

Curriculum can be understood at a number of levels: as intended plan (policy documents), as enacted practice (what teachers and learners do), and as the cultural-political process of selecting and legitimating knowledge (Apple, 1993; Bernstein, 1971). Young’s “bringing knowledge back in” critique communicates the trend towards a focus on talents or abilities , competencies, or learners’ experience, at the expense of knowing the rules, theories, and expertise in a specific subject or field. He urges emphasis on “powerful knowledge” – specialist, systematically conceptualised knowledge that allows learners to think beyond their immediate experience and access social goods (Young, 2008). Bernstein’s ideas of classification and framing can also be used to explain how knowledge boundaries are constructed and transmitted; thus, a good classification and pedagogic framing can ensure integrity of a discipline , while a poor classification can lead to a curriculum that is made up of fragmented activities with little conceptual aspiration.
Other theorists carry this critique further. Paulo Freire (1970) points to the political character of the curriculum and the need for education to develop critical consciousness rather than perpetuating injustice. Michael Apple is concerned with the way the curriculum represents particular social interests and promote particular worldviews. Gert Biesta (2009) warned against too much focus on measurable outcomes in curriculum, arguing for a balance between qualification (the development of knowledge and skills), socialisation (the passing on of culture), and subjectification (the development of autonomous individuals). These perspectives collectively show the idea that curriculum development is a process that involves choices that address normative questions.


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