ABSTRACT

This chapter is based on a study of classrooms shortly after the implementation of C2005. Four case studies of Grade 1 classrooms focus on the nature of the pedagogic form that emerged in the early days of the first post-apartheid curriculum regime. The chapter presents an analysis of those classrooms, showing some of the consequences of the new reforms, especially the particular interpretation of learner-centred pedagogy observed in the classrooms and consequences of the abandonment of knowledge signaling in the curriculum. It argues that the collapsing of knowledge boundaries, prized by C2005, was mirrored by a collapse of the instructional regime in these classrooms. Teachers floundered in an unbounded instructional space, lacking the tools to construct an appropriate pedagogic text for themselves and their learners. Across the four classrooms 58" of the total observation time was allocated to pedagogic activities. Another 32" was allocated to non-pedagogic activities, including breaks, praying, eating, going to the toilet and periods of unstipulated activity.