Whose Voice Dominates? Teacher Education Curricula in a Changing a Environment
Goduka (1996) claimed that the curricula followed at tertiary institutions are heavily based on the European tradition. Furthermore, she stated that what is expected of students, is largely determined by the experience of white males, who are seldom prepared to address diversity in the curriculum. Dalamba (2000: 63) echoes similar sentiments by asserting that “all forms of learning are largely biased in that they favour European knowledge based on European systems of knowledge production.” The transformation initiatives in South Africa, specifically in the education system, have given rise to the development of policies that are aimed at considering and adding the “other voices”. One of the initiatives is captured in the Education White Paper 3 of 1997 that calls for the generation of new curricula and flexible modes of teaching and learning in higher education institutions (HEI’s) to accommodate a larger and more diverse student population. Nakusera (2004) alludes to this by stating that “the dismissal of African ‘voices’ in higher education discourse would be detrimental to the achievement of transformation in higher education.” This paper examines how we moved from a Eurocentric male-dominated curriculum to an inclusive curriculum that addresses the different voices emerging in our diverse classrooms.
Keywords: Education, Pre-service, Curriculum
Head of Department, Foundation Phase Studies
Leslie Frank Meiring
Head of Department, Intermediate Phase Studies, Nelson Mandela Metropolitan University