n Journal of Educational Studies - Negotiation of subjectivities in curriculum and educational assessment policy in South Africa




The article argues that there is inadequate knowledge and understanding in the macro, meso and micro-policy environment on the potential influence of subjectivities in educational management, policy development and policy implementation. This inquiry sought to explore and explain how teachers understood the change processes at national, provincial and institutional level, tracing the impact of teacher subjectivities on teaching, learning, curriculum and assessment. This was done by exploring how teachers aligned themselves with the dominant educational discourses and their own subjectivities during policy implementation, as well as engaging teachers to find their voices and how they were able to deal with the complexities of practice regarding the new curriculum and educational assessment policies. Using mixed methods as research design we administered questionnaires and conducted semi-structured interviews. Findings recognised teachers' outward support of change and education policy reforms but mostly through their inward perceptions of their roles in conceptualising, developing and implementing policy. Broadly speaking, this inquiry exposed that while wounded memories in the South African education system cannot be erased, educationists working together at all levels in the entire education and training system, must move towards using subjectivities as a springboard to conceptualise, develop and implement policy to change the status quo for the better.


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