Abstract
M.Ed.
This study explores the tensions that exist in a school community during proposed curriculum change from a traditional collection-type curriculum to a totally integrated curriculum.
The research study was conducted using a qualitative approach in which a case study research design and focus group interviews were used to generate data. Engeström’s (1997) Cultural Historical Activity Theory (CHAT) was used as the conceptual framework in this study. A constant comparative method of analysis was used to identify categories and themes within the data.
The results of this research showed that a multiple of tensions are present within this school community during curriculum change. Tensions exist between the teachers and the School Management Team (SMT), the community and the SMT as well as tension between the parents and the status quo.
Recommendations include the suggestions for the implementation of an integrated curriculum as well as recommendations for further study.