Non-representational theory in the South African Geography FET CAPS

Abstract

Background: The South African Geography Further Education and Training Phase (FET) Curriculum and Assessment Policy Statement (CAPS), despite its progressive aims, often implicitly reinforces a representational view of geographical knowledge, creating tension with non-representational theory’s (NRT) emphasis on process, affect and embodied experience. This presents how a curriculum focused on prescribed content and measurable outcomes can genuinely foster a deeper, more lived engagement with geographical phenomena.

Aim: This study examines the extent to which the Geography FET CAPS aligns with NRT principles and explores its potential for fostering a more dynamic, inclusive and contextually relevant approach to geography education.

Setting: The research involves a critical analysis of the Geography FET CAPS document, focusing on its content, pedagogical framework and assessment methods.

Methods: A qualitative document analysis using thematic coding to assess the curriculum’s integration of NRT principles.

Results: While some active learning strategies are present, the curriculum remains largely representational, with limited opportunities for embodied learning and performative engagement. A rigid assessment framework further restricts NRT-aligned pedagogies.

Conclusion: The study highlights the need to move beyond static representations of geography towards a more experiential and participatory model of learning. Integrating NRT principles could enhance learners’ engagement with space and place, fostering a deeper and more inclusive understanding of geography.

Contribution: This research highlights the need for curriculum reform to integrate NRT, fostering a more dynamic and inclusive approach to geography education.