Bernstein’s (1971) theory of Classification and Framing knowledge within the curriculum is used as a lens to guide this research study. In terms of discourse, this theory demonstrates the relationship between and within the different subject areas, as well as school knowledge and everyday knowledge (Hoadley, 2006). This theory is used to analyse and classify teachers’
experiences of implementing an integrated NSTech curriculum, drawing relationships from their experiences. In so doing, this framework is used to understand what teachers’ experiences are when implementing an integrated curriculum, and what their previous experiences were in implementing NS and Technology previously as two separate subjects. The framework draws on the relationships that exists between Bernstein’s theory and teachers’ experiences.
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Bernstein’s views on symbolic boundaries and the control of knowledge are explored in the context of curriculum integration in the Intermediate Phase of education in three South African schools (Spelt et al., 2009). The use of Bernstein’s theory to analyse teacher discourse in an integrated curriculum is supported by Short, Singh, Yarrow and Millwater (2000) who note that the framework is useful, especially when analysing teacher discourse.
2.7.1 Classification and Framing of an Integrated Curriculum
Classification is the strength of boundaries between subjects (Nyambe, 2008). Classification refers to the content, where weak Classification indicates the subject boundaries are weak and not clearly separated (NSTech) and strong Classification refers to strong subject boundaries where the subjects are clearly separated (Natural Science and Technology).
Framing refers to control; and where Framing is strong, control lies within the transmitter
(teacher) whereas weak Framing is when control lies with the acquirer (learner) (Nyambe, 2008). In the integrated curriculum, there is minimal boundaries between the
subjects, therefore, reference is usually made to other subjects when teaching (Hoadley & Jansen, 2000). Traditional or separate subjects make no reference to other subjects
when teaching; and even if a reference can be made, the boundaries are strong (Hoadley & Jansen, 2000).
Framing refers to the pedagogy of teachers and identifies how teachers and learners’ pedagogic identities are distinguished (Bernstein, 1996). Framing makes the roles of teaching and learning in an integrated curriculum clear, by identifying whether the learner or teacher controls the content, how the content is organised, how this kind of curriculum is sequenced (specific order and time) and how it is implemented (taught) (Hoadley & Jansen, 2000). A strong frame would therefore, mean that specific content is taught within a specific time and order. Weak Framing results in content being selected and organised according to the learner’s development. Framing supports Classification and creates the possibilities for a shift in the boundaries that exist between subjects, discourse and relations (Hoadley, 2006).
2.7.2 Classification and Framing of NSTech
In keeping with an integrated curriculum such as CAPS, Young (1971) elucidates the distinction between Classification and Framing of knowledge. Young (1971) explains that Classification does not solely refer to content, but also to the relationships between the different subjects. Framing refers to the strength of boundaries between what might be transmitted and
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what might not be transmitted (Young, 1971). Therefore, Framing may actually refer to the options available to the teacher and the control over what is transmitted and received in the pedagogical relationship between the teacher and the learner. Within the NSTech classroom, a strong frame may place greater control in the hands of the teacher through strong power and knowledge in the classroom. Within NSTech, the Framing is strong as teachers impart the curriculum in a way they are comfortable with. This suggests that teachers may lean towards either NS or Technology, depending on their content knowledge.
Bernstein’s 1971 theory highlights the importance of social structure when implementing an integrated curriculum, and notes that curriculum change is imminent depending on the way in which society changes and evolves. In a South African context, CAPS was designed with the intention of bringing about social and political change through the integration of knowledge from different learning areas. This would therefore, mean a weaker implementation of Framing and Classification of knowledge between subjects, hence an integrated NSTech curriculum where the boundaries between the different subjects become vague.
Gultig, Hoadley and Jansen (2002) note that Bernstein’s theory of Classification and Framing outlines how curriculum integration might be successful. Curriculum integration must be clear, ideas and content must be clear and systematic, and control over the process must be sensitive to teachers’ needs (Gultig et al., 2002). In an attempt to understand teachers’ experiences of an integrated NSTech curriculum in the Intermediate Phase, this study carefully considered whether or not the criteria above were being adhered to in South African schools, with specific regard to CAPS, teachers’ experiences, and their pedagogic practice in an integrated curriculum.
In this study, Bernstein’s (1971) theory serves as a guide for the production and analysis of data. The research opines that for effective curriculum integration to take place, teachers need to have a more informed understanding of what makes up an integrated curriculum, because the teacher must now be able to change their approach from simply imparting information to learners, to one where they analyse information and integrate the new knowledge to the knowledge acquired previously. This necessitates ample preparation from the teacher, which has major implications for teacher development and training. Before teachers assist learners in recognising, realising and moving towards multiple discourses of schooling, they need to be well informed of these discourses themselves (Bernstein, 1996).
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The concepts of Bernstein’s theory of Classification and Framing provide a useful descriptive analysis of the relevant policy documents and pedagogic practices of teachers, as they capture the key issues, necessitating a broader qualitative analysis. In an attempt to explore teachers’
experiences of implementing an integrated NSTech curriculum within the Intermediate Phase, this interpretivist research study pays careful attention to whether the above theory of Classification and Framing was adhered to within the South African context of curriculum design and implementation. Through teachers’ experiences, Bernstein’s theory of Classification and Framing allows the researcher to understand how strong or weak the implementation of an integrated NSTech curriculum really is. Moreover, it is useful in understanding the professional identities of NSTech teachers and what an integrated code means for these teachers.