JLO 310

Teaching-learning for democracy and human rights in the LO curriculum

Onderrig-leer vir demokrasie en menseregte in die LO kurrikulum

 Discussion/Bespreking

• What is a null or hidden curriculum?

Hidden and null curricula

• The hidden curriculum refers to student learning that is not described

by curriculum planners or teachers as an explicit aim of instruction
even though it results from deliberate practices and organizational
structures

• The null curriculum refers to that which is absent, excluded and

disregarded when a curriculum is constructed and endorsed.
 Teaching-learning

• Teaching as transmission

• As collaborative knowledge construction

• As a critical reasoning process

• As a disruptive caring pedagogy

The role of the LO teacher in terms of teaching-
learning for human rights and democracy
• Challenges for the teacher include:

- The teachers own philosophy of education

- World view
- Life-world
- Ability to interpret and implement the LO curriculum
- Their knowledge of their power and privilege as a teacher
- Their subject specialization area etc
The LO teacher as mediator and specialist
decision maker of teaching-learning in LO
This role will be to mediate the most effective learning by determining:

(a) The content that is to be mediated

(b) What is to be taught – the LO curriculum

(c) The mediation – how the learning should be mediated

Learners need to be taught about various types of
conversation, debate and dialogue in order to
establish a “culture of communication and
participation” regarding real-life matters as
learning experiences
Conversation types that can be useful during
interactive learning
• The courage to disagree (expressing disagreement as a positive
contribution to the conversation)
• A closer look (challenging learner’s preconceived ideas)
• Exploring a position (using conversations to clarify thinking)
• Facing a dilemma (conversation when making the right choice is
difficult)
• The chorus speaks (reflecting on a conflict from a distance)
• Learning conversation about conversations (using conversation as an
exercise in reflection)
“A highly skilled teacher is a teacher who is
not only confident in the subject matter and
comfortable with diverse groups of learners
but who is competent to manage difficult
thematic knowledge” (Jansen, 2009:263)