A hermeneutical approach to curriculum interpretation : deconstruction as a learning activity
Year: 2009
Type: dissertation
Abstract: The general view of educators at all levels of education as well as trainers in \nindustry, that learners do not have the ability to use their knowledge inter-curricular \nand holistically in their lives prompted the study. A very superficial study that was \ndone in 2000, regarding the same problem, acted as the starting point for this study. \nThe main purpose of the study was to determine the reasons for the general \nperception by educators that learners do not use their embedded knowledge in an \ninter-curricular manner. It also aimed to determine the most effective facilitating \nstyles and methods that would help the learners to develop the skills to learn with the \nmain aim to achieve learning that lasts and not just learning to pass. \nThe use of deconstruction as a learning activity forms the biggest part of this \nqualitative action research project which was based on the main principles of the \nhermeneutic approach namely, communication followed by interpretation in order to \nreach understanding. The principles of narrative therapy were also used in the \nproject. \nThe hermeneutic approach followed in this study also allows the reader to walk the \nroad with the participants as a narrative, first person reporting style provides rich \nbackground information regarding all the participants of the study as well as the \ncontexts in which the actions took place. The reader will also be able to feel the \ncloseness that existed between the educator and the learners who were part of this \nstudy.
Language: English
Subfield: Literature and Literary Theory
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1602268392