The zealous introduction of the South African Outcome Based Curriculum (C2005) belies its mechanical, instrumentalist and technocratic intent. Set on identified outcomes, its deterministic drive reduces language teaching to a mechanical enterprise. The urge for critical thinking is deadened for the sake of dry drills leading towards the achievement of the targeted outcomes. Expediency is the inescapable routine in language learning and teaching context. The perpertuation of ideolocal power dynamics is veiled and sealed. My argument in this paper is mapped as follows: I establish the tonal political expediency that characterizes the deterministic nature of this curriculum; critically examine the prospect of its initial phase;relate it to language learning and teaching within a critical language teaching practice; Finally I discuss the philosophical nuances that enhance the possible survival of critical language pedagogy within the era of the South Africa version of Outcome Based Education.
|Keywords:||Outcome Based Education, Critical Language Awareness, Critical Language Pedagogy, Wide-awakeness, Norms and Possibilities|
Lecturer, Faculty of Education, Language Education, University of Johannesburg, Johannesburg, South Africa (Gauteng ), South Africa
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