Thirteenth International Conference on The Arts in Society

Abstract

Educational curriculum reform since 1994 has changed the face of arts education in South African schools. Addressing the inequalities of the past remains an overarching mandate of the South African education policy, with the arts perceived as vehicles for social and cultural redress. Despite these policy intentions, challenges regarding the implementation of the curriculum, however, seem to be perpetuating the inherited inequalities, especially in previously disadvantaged communities. Through inherent integrative reflective practice this research aims to investigate the challenges of, and map the community based resources for, the implementation of arts curricula in South African schools. Initial stages of an extensive research project include focus group discussions with role players, as well as the development of a skills-based training course for teachers. In the role of participant observers and researchers we become part of the community of interest in trying to identify entry points for possible interventions by means of a strength-based approach. The end goal of the project is the establishment of networks and the strengthening of infrastructure in order to enhance arts engagement in schools and related communities and hopefully bridge the gap between the education policy mandate and the perceived reality on grass root level.