ERIC Number: EJ718590
Record Type: Journal
Publication Date: 2005-Jun
Reference Count: 45
Infusing Human Rights into the Curriculum: The Case of the South African Revised National Curriculum Statement
Carrim, Nazir; Keet, Andre
Perspectives in Education, v23 n2 p99-110 Jun 2005
This article reflects on experiences of attempting to infuse human rights in the South African Revised National Curriculum Statement (RNCS). Using our experiences as members of Human Rights and Inclusivity Group (HRIWG), one of the curriculum development structures set up for the RNCS, and focusing particularly on the Learning Area of Mathematics, we argue that human rights in the curriculum amount to a "minimum infusion" in the RNCS. We explain what we mean by "minimum infusion" and its links with the Bernsteinian concept of "integration", as well as what "minimum and maximum infusion" mean in relation to human rights (in) education. We argue that the "minimum infusion" of human rights in the RNCS is influenced by three critical factors: difficulties in redefining disciplinary boundaries; assessing human rights knowledge, skills, values and attitudes; and, fundamental contradictions related to developing a culture based on human rights within rampant processes of a capitalist global political economy.
Descriptors: Foreign Countries, Curriculum Development, National Curriculum, Civil Rights, Justice, Social Attitudes, Humanism, Holistic Approach, Moral Values, Mathematics Education, Access to Education, Global Approach
Perspectives in Education, Faculty of Education, University of Pretoria, Pretoria 0002, South Africa. Tel: +27 (0)12 420 4732; Fax: +27 (0)12 362 5122; e-mail: firstname.lastname@example.org.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa