As South Africa transitioned from apartheid to democracy, changes in the political landscape, as well as educational agendas and discourse on both a national and international level, shaped successive waves of curriculum reform over a relatively short period of time. Using South Africa as a germane example of how curriculum and pedagogy can interact and affect educational outcomes, Pedagogy in Poverty explores the potential of curricula to improve education in developing and emerging economies worldwide, and, ultimately, to reduce inequality. 

Incorporating detailed, empirical accounts of life inside South African classrooms, this book is a much-needed contribution to international debate surrounding optimal curriculum and pedagogic forms for children in poor schools. Classroom-level responses to curriculum policy reforms reveal some implications of the shifts between a radical, progressive approach and traditional curriculum forms. Hoadley focuses on the crucial role of teachers as mediators between curriculum and pedagogy, and explores key issues related to teacher knowledge by examining the teaching of reading and numeracy at the foundational levels of schooling. 

Offering a data-rich historical sociology of curriculum and pedagogic change, this book will appeal to academics, researchers and postgraduate students in the fields of education, sociology of education, curriculum studies, educational equality and school reform, and the policy and politics of education.

chapter 1|11 pages


chapter 3|22 pages

From tribalism to technicism

Curriculum policy under apartheid

chapter 4|16 pages

The formal frame

Pedagogy under apartheid

chapter 5|15 pages

Knowledge, curriculum, pedagogy

Theoretical framings

chapter 7|20 pages

Waiting to learn

Pedagogy under Curriculum 2005

chapter 8|21 pages

One step forward

The compromise National Curriculum Statement

chapter 9|16 pages

The communalized classroom

Pedagogy under the National Curriculum Statement

chapter 10|22 pages

Reclaiming knowledge 1

The Curriculum and Assessment Policy Statement

chapter 11|18 pages

Form and substance

Pedagogy under the CAPS reform

chapter 12|12 pages


Knowledge in pedagogy