Abstract
This study examined how the official pacing of knowledge is understood and experienced by teachers and learners in diverse schools. Social class theoretical model by Bernstein (2004) was employed in this study as an analytical framework. A qualitative research design was used. Data was gathered using document analysis and semi-structured face to face interviews with teachers and learners. The overall findings of the research indicate that the prescribed pace does not afford sufficient teaching time for educators. Findings reveal that despite the contextual challenges South Africa’s education system is overwhelmed with the pace prescribed by CAPS. Poor training for the implementation of the pace prescribed by CAPS is one of the major challenges educators encounter in their daily teaching experience. They have highlighted that a shortage of resources contributes to the poor implementation of the CAPS curriculum. The strict pace stipulated by CAPS is not achievable in the low-income schools as the contextual factors hinder its success. Participants in this study revealed that there is no solid intervention plan put in place to keep up with the prescribed pace. The findings indicate that learners from the low-income school have a challenge when it comes to writing and completing home activities. The research confirms the unequal acquisition of knowledge amongst learners. The weaker learners are disadvantaged.
Recommendations were suggested to the department of education, that teachers should be included in the planning and designing of the curriculum. The pace needs to be revised and the teacher: ratio of 1:30 should be practiced. Enough time should be allocated to equipping teachers with the necessary knowledge and skills that they can effectively use and achieve the goal of inclusive education, so that pace can accommodate learners with different learning needs and abilities. For social justice and equality to be achieved the CAPS Curriculum needs to be amended.
Key words: Pace, CAPS, social justice, social class