Research in curriculum studies: Reflections on nomadic thought for advancing the field
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Background: Key to sustainability and expansion of any field is the intellectual works of its scholars who engage in their field as in-becoming and who continually strive towards its advancement. For researchers of curriculum studies this involves being knowledgeable and conversant of the underlying discourses framing and challenging the field. Aim: In South Africa, field of curriculum studies has been critiqued for being a quick-fix solution to social problems by merely approaching the curriculum as a ‘dumping ground’ and for its over-emphasis on curriculum as a schooling matter. The intent of this article was to exemplify other, more current, challenges and accomplishments of the research constituting the field. Setting: The publications of South African National Research Foundation-rated researchers specialising in curriculum, because their scholarship is deemed central to building societal knowledge through quality and high-impact research. Methods: A meta-study was conducted to determine trends in a particular cluster of publications to identify the ways that researchers are advancing in the field of curriculum studies in South Africa. Results: Four pertinent findings were evidenced. Firstly, strong localism/nationalism of the field. Secondly, the higher education context as highly researched. Thirdly, the multidisciplinary nature of South African curriculum studies research. Fourthly, strong impetus from sociological work in the field. Conclusion: We reflect on nomadic thought as a starting point central to the pursuits of researchers in advancing the field of curriculum studies as an intellectual activity and practice of complicated conversation.
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The use of traditional physical resources for learning displays a fruitful result for students' knowledge acquisition.
“The use of traditional physical resources for learning displays a fruitful result for students' knowledge acquisition (Simmonds and Le Grange, 2019).”
From Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic (2020) · cites this paper as Simmonds and Le Grange, 2019
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Park, J., Lee, S., & Park, Y. (2025) · Critical Studies in Education · doi:10.1080/17508487.2025.2476501
- Authors
- Simmonds, S., & Le Grange, L.
- Affiliations
- North-West University (ZA)
- ORCID
- Simmonds, Shan
- Venue
- Transformation in Higher Education
- Publisher
- AOSIS
- Published
- 2019-11-21
- Volume
- 4
- ISSN
- 2415-0991 (ISSN-L)
- OpenAlex
- W2990124490
- Cited by
- 6
- References
- 37
- Citations by year
- 2025: 1 · 2024: 1 · 2022: 1 · 2020: 3
- FWCI
- 2.01
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- Transformation in Higher Education (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Boloka Institutional Repository (North-west University) (submittedVersion)
- SUNScholar (Stellenbosch University) (submittedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
- Social Sciences › Political Science and International Relations › Higher Education Governance and Development
- Social Sciences › Education › Educational Methods and Analysis
- Keywords
- curriculum studies, nomadic thought, disciplinary development, research trends, higher education research, multidisciplinarity, sociology of curriculum
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