The tension between disciplinarity and interdisciplinarity in caps: A content analysis into grade 8 Natural Sciences

Abstract

This study explores the tension between disciplinarity and interdisciplinarity in CAPS. Disciplinarity is understood as the typical approach to learning where bodies of knowledge are as isolated and less open to be brought into relation to one another. Interdisciplinarity is on the other hand, the opposite of the former- that is an approach to learning where knowledge bodies are understood and learnt in relation to one another, with the boundaries between them blurred (Chettiparamb, 2007). A hybrid theoretical framework adopted to this study from the works of Niemela (2020) and Young & Muller (2010) entails an ideology of “three educational scenarios for the future” and “Places and the Range of boundaries & Boundary Crossing Points” from each scholar respectively. The study follows a qualitative methodology and an interpretivist paradigm will be used to work with data collected from the CAPS document, lesson observations, and interviews with teachers. Such an interpretivist approach will be a data analysis approach of content analysis and this is done on the grade 8 Natural Sciences CAPS document used for the subject. Further content analysis on interviews and lesson observations however found that not all teachers can realise the curriculum policy document as it is prescribe to them. Five teachers, from 2 schools (one in working class area, and the other in upper middle-class area) were purposively sample and interviewed data was collected from them. Exploring a play of tension between two ideas in a social setting requires the study to follow an interpretivist paradigm that critically consider ideas at play. The findings of this study are that the Natural Sciences CAPS shows the characteristics of both approaches. The study further finds that prescriptive nature of CAPS, lack of competency and expertise in these multiple knowledge body, and lack of resources are some of the factors that contribute towards this inappropriate understanding and implementation. Thus, a more detailed curriculum statement, promotion of teacher autonomy, teacher professional development, collaboration, and supply or improvisation on resources are suggested as solutions to this factors and ultimately to achieving a better understanding of the tension that exists between disciplinarity and interdisciplinarity in CAPS. For future research. the study suggests looking into/for ways in which the curriculum can become solidly detailed in order to properly guide the teachers, while still allowing them enough autonomy in their craft.