Educational policy reform in South Africa seeks to address the real-life relevance of curricula, and specifically,
reformists have turned to proponents of Mode 2 knowledge to inform initiatives for change. This study aimed to
explore the extent to which trends in the knowledge production requirements for higher education are reflected in
the beliefs held by academics about the way in which they construct under-graduate research courses. It is proposed
that the way forward for curriculum construction lies in establishing academic communities of practice where
academics share power and are open to the challenges that they face such as negotiating what is accepted as
knowledge.
AFRIKAANS: Opvoedkundige beleidshervorming in Suid-Afrika poog om die praktiese toepaslikheid van kurrikula aan te spreek
en hervormers beroep hul spesifiek op Modus 2-kennis om verandering te bewerkstellig. Hierdie studie ondersoek
die mate waarin tendense in die vereistes vir kennisproduksie vir hoër onderwys gereflekteer word in die oortuigings
van akademici oor die manier wat hulle voorgraadse navorsingskursusse saamstel. Dit word voorgestel dat
kurrikulumontwikkeling binne akademiese gemeenskappe wat praktykgerig is, gesetel word. Hier kan akademici
mag deel en uitdagings, soos wat as kennis gereken kan word, aanspreek.
