Salehi and Mohammadkhani (2013) posit that critical theory holds the view that teachers live within the framework of social, political, and cultural relationships. This framework reflects a certain degree of variety; therefore, the school curriculum should be designed on the basis of diversity. common skills and usual subjects, values, views, and behaviours are components embedded under this theory. The South African Curriculum and Assessment Policy Statement (CAPS) serves as the framework for education in the country, providing guidelines for what learners should learn and how they should be assessed. However, there is an emerging concern that CAPS is not entirely in tandem with the principles of critical theory, which emphasizes a transformative and socially conscious approach to education. This paper aims to explore the key aspects of CAPS and critically analyse its misalignment with the critical theorist perspective on curriculum development.

Critical theory is rooted in the works of scholars like Herbert Marcuse and Paulo Freire, and focuses on challenging existing power structures and fostering social change through education. It calls for a curriculum that promotes critical thinking, social justice, and an awareness of power dynamics (Salehi and Mohammadkhani,2013). CAPS, on the other hand, tends to be more prescriptive, emphasizing content coverage and assessment outcomes without always incorporating these critical elements. A typical example of this is the lack of explicit teaching and learning process on politics which form part of social justice and power dynamics. Politics as a subject remains a myth in South African schools. Even Subjects such as History, and the historical events covered are moderated and the realities of the past remain untold stories to the learners.

Dampster (2013) argues that CAPS is generally leaning towards a content-centric approach, emphasizing the delivery of specific subject matter. This limits the exploration of critical perspectives, as educators may feel compelled to prioritize content coverage over fostering critical thinking skills or addressing social issues. Critical theorists argue for a curriculum that encourages students to question and challenge societal norms, fostering a deeper understanding of the world around them (Edwards and Richie, 2022). CAPS, as it has been argued by Horton et al (2017 ), dismally fails to prepare learners for the world around them, the world around learners refers to the job market, the political status of the country, international relations, and relevant subjects connecting learners to their aspired careers etc. Evident to this argument is the fact that law aspiring learners still go to school, under the CAPS Curriculum, without Family Law, Constitution, or Introduction to Legal Studies as part of their subjects. Learners interested in journalism suffer the same fate as Introduction to Journalism, News Reporting, Investigative Journalism, etc. are not part of subjects under CAPS.

Randall and Allen-Brown (2002) reveal that critical theorists advocate for assessments that go beyond traditional exams and encourage students to demonstrate their understanding through real-world applications and critical analysis. CAPS, in some instances, may prioritize standardized testing, which could limit the scope of assessment methods that align with critical theory. The emphasis on rote memorization and regurgitation may not fully support the development of critical thinking skills. For instance, if students aspiring to study law are not exposed to real-world, practical case studies as part of their curriculum, their assessments may lack acceptability and relevance. The readiness of these students to pursue a law degree or secure employment may be questionable if they haven’t had the opportunity to visit courtrooms, witness legal proceedings, and benefit from mentorship by current legal practitioners. Similarly, for prospective journalists, engaging in investigative journalism—comprising the examination of cases and the creation of comprehensive reports, with the quality and depth of the report directly tied to their investigative skills—is crucial for a relevant assessment. This exemplifies the essence of practicalized assessment, emphasizing the need for assessments to align closely with students’ future career goals.

The South African CAPS curriculum system, while providing a structured approach to education, is, however, not fully aligned with the principles of critical theory. There seems to be a potential disconnect between the content-centric nature of CAPS, its assessment practices, and the transformative, socially conscious ideals of critical theorists. To bridge this gap, there could be a need for a re-evaluation and adaptation of the curriculum to better incorporate critical perspectives, fostering a more dynamic and inclusive educational experience for South African students. The need for a tailored/personalized curriculum system in order to make assessment practicable is one of the article’s key takeaways. Practicalized assessment is not possible without the personalization of the curricular system. This indicates that a personalized curriculum system and a practicalized assessment system are mutually exclusive.

It is arguments like these that prompted the development of the Personalized Education Curriculum System (PECS). Rooted in a humanistic approach and drawing from quality curriculum theory and competency-oriented education, PECS focuses on practical assessments to gauge students’ relevant skills, aptitudes, and values essential for navigating modern society effectively. PECS emerged as a response to dissatisfaction with the modernist curriculum system in South Africa, akin to the birth of postmodernism. It seeks to rescue learners from a curriculum that lacks progressive elements and fails to provide differentiated learning suitable for all students. Similar to the historical advent of progressivism, PECS acts as a disruptive and qualitative curriculum system aimed at resolving the confusion stemming from curriculum inconsistencies. PECS intends to restore the worth and respect of the education system by rendering it responsive to societal needs through a curriculum rooted in liberal education principles. A unique aspect of PECS is its emphasis on affording learners insights into the working world during their schooling years. This distinct feature underscores the relevance and inspiration that PECS offers to the educational community of South Africa and the broader African context. This perspective envisions an improved education system achieved through the implementation of such an approach.

Know more about PECS: https://simnandisolutions.co.za/personalized-education/

– Click on PECS PowerPoint presentation.

Please answer these 3 questions and submit them: https://simnandisolutions.co.za/pecs – Questionnaires

Cite this publication: XABA, S.S. 2023. Scoping to the misalignment between South Africa’s CAPS Curriculum and critical theorist perspectives. https://simnandisolutions.co.za/post/

Bibliography

Dempster, E.R.2013. Intermediate Phase: A comparative analysis of the National Curriculum Statement (RNCS) and the Curriculum and Assessment Policy Statement (CAPS). https://www.researchgate.net/publication/319653389_Intermediate_Phase_A_Comparative_Analysis_of_the_National_Curriculum_Statement_RNCS_and_the_Curriculum_and_Assessment_Policy_Statement_CAPS

Date of Access: 2 December 2023

Edwards, L. & Ritchie, B. 2022. Challenging and Confronting: The Role of Humanities in Fostering Critical Thinking, Cultural Competency and an Evolution of Worldview in Enabling Education. Student success journal,13 (1). https://files.eric.ed.gov/fulltext/EJ1332422.pdf. Date of Access: 29 November 2023

Salehi, A. & Mohammadkhani, K. 2013.The curriculum as viewed by the critical theorists.https://www.sciencedirect.com/science/article/pii/S1877042813029406. Date of Access: 30 November 2023

Horton, R., Cassilas,A., Oswald, F.L. & Shaw, A. 2017. Critical skills for the 21st century workforce.https://www.researchgate.net/publication/330887332_Critical_skills_for_the_21st_century_workforce.Date of Access: 23 November 2023

Randall, G.N. & Allen-Brown, V. 2002. Critical theory and educational technology. https://members.aect.org/edtech/ed1/pdf/09.pdf. Date of Access: 1 December 2023.