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Download full textdu Preez, Petro; Simmonds, Shan – South African Journal of Education, 2014
Theoretical ambiguities in curriculum studies result in conceptual mayhem. Accordingly, they hinder the development of the complicated conversation on curriculum as a verb. This article aims to contribute to reconceptualizing curriculum studies as a dynamic social practice that aspires to thinking and acting with intelligences and sensitivity so…
Descriptors: Curriculum Development, Curriculum, Educational Theories, Ambiguity (Semantics)
