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.
Keywords: embodied learning; geography education; non-representational theory; pedagogical reform; South African curriculum.
Introduction
The South African Geography Further Education and Training Phase (FET) Curriculum and Assessment Policy Statement (CAPS) for Grades 10–12, embedded within the National Curriculum Statement, establishes the policy framework for teaching, learning and assessment in geography (Njapha 2021; Sikerete 2023). Geography education in South Africa aims to foster spatial reasoning, environmental responsibility and socio-economic awareness (Department of Basic Education 2011). Yet, the Geography FET CAPS predominantly reflects a representational paradigm, privileging static maps, models and textual abstractions (Cresswell 2024; Steggink 2021). This orientation has been critiqued for constraining learner agency and for marginalising embodied, lived experiences of space (Ngobeni, Chibambo & Divala 2023; Pretorius 2017; Shabangu 2021).
Non-representational theory (NRT) offers a divergent epistemology, advancing a view of space as emergent, affective and enacted through practice (Ash & Simpson 2016; Thrift 2008). It foregrounds sensory engagement, performativity and the relational construction of knowledge – features often absent from conventional geography instruction (Anderson 2016; Bower 2014). Scholars argue that such an approach holds pedagogical value by promoting experiential, situated learning and by challenging transmissive models of education (Kozyreva 2018; ed. Kumar 2022). In a South African context shaped by spatial inequality and historical legacies, NRT provides a critical lens through which to reimagine geography education. This study examines the Geography FET CAPS to evaluate its pedagogical orientation, assessment strategies and theoretical assumptions in light of NRT. The aim is to assess the potential for a more embodied, contextually responsive curriculum that better reflects the spatial realities of learners’ lives.
Literature review
Introduction to non-representational theory
Non-representational theory critiques conventional geographical education for its dependence on fixed and abstract representations – such as maps, models and textual descriptions – that treat spatial phenomena as static and objective entities (eds. Harrison & Anderson 2012). In contrast, NRT advocates for a dynamic and process-oriented understanding of space and place, foregrounding lived experience, embodied knowledge and performative practice (Thrift 2008). It seeks to shift the epistemological focus from depiction to enactment, highlighting how geographical knowledge materialises through sensory experience and everyday engagement. This theoretical lens thus reconfigures how geography is conceptualised and communicated, placing emphasis on affective and embodied forms of knowing.
Applications of non-representational theory in geography education
Within the context of geography education, NRT aligns with pedagogical frameworks that privilege learner agency, situated learning and knowledge construction through engagement with real-world contexts (Bower 2014; Kozyreva 2018; Torrens 2024). These approaches challenge didactic models that rely on the passive transmission of abstract content, instead promoting active, experiential learning. Scholars have increasingly critiqued traditional representational pedagogies, calling for methods that reflect the diverse and lived realities of learners (Jones 2008; ed. Kumar 2022; McRae 2022; Nash 2024).
Firth (2001) proposes that incorporating NRT into educational practice enables a reimagining of how learners perceive space – moving from detached conceptualisation to embodied, performative engagement. This pedagogical shift encourages learners to view geography as a relational and evolving practice, rooted in everyday interactions. It also facilitates connections between personal experiences and wider spatial processes, thereby fostering contextually nuanced understandings (McKenzie 2017). In the South African context – marked by social, environmental and historical complexity – such an approach may offer particular value in rendering geography education more locally relevant and critically engaged.
Theoretical foundations of non-representational theory in geography
Emerging from critical human geography, NRT foregrounds the performative and experiential constitution of space, challenging static and objectivist representations (Thrift 2008). Central to this perspective is the notion of ‘performative geographies’, which posits that spatial understanding is enacted through embodied action and social interaction, often beyond the scope of traditional analytical tools. Knowledge, in this sense, is constituted not through abstract generalisation but through continuous and context-specific engagement with both physical and sociocultural environments.
Building upon this, Long (2022) emphasises that a process-based epistemology illuminates the socially constructed and contingent nature of spatial phenomena. Non-representational theory draws upon a range of intellectual traditions – phenomenology, affect theory and process philosophy – that collectively accentuate the sensory, relational and affective dimensions of spatial experience (Torrens 2024). These theoretical contributions destabilise conventional assumptions about spatial fixity, advocating instead for a view of space as emergent and indeterminate. Torrens (2024) nevertheless advises caution, warning that uncritical application of NRT may risk theoretical overextension and pedagogical ambiguity.
Pedagogical and assessment implications
Incorporating NRT into geography education requires substantial pedagogical reorientation. Traditional, content-driven instruction must give way to methodologies that foreground experiential learning, collaborative exploration and critical engagement with place (ed. Kumar 2022; Pretorius 2017; Sikerete 2023). Fieldwork, for example, could be reconceptualised to include sensory and affective encounters with local environments, enabling learners to explore geography as a lived practice (Anderson 2016; Sikerete 2023). Assessment practices must similarly evolve. Non-representational theory challenges the primacy of written examinations and static measures of knowledge, favouring dynamic, process-oriented modes of evaluation (Thrift 2008; Torrens 2024). Alternative assessments – such as reflective journals, portfolios and project-based tasks – allow for the documentation of learners’ active, situated engagement with geographical issues (Cresswell 2024). These forms of assessment align more closely with the ontological and epistemological premises of NRT, offering more authentic representations of learner understanding (Anderson 2016; eds. Harrison & Anderson 2012).
Curriculum considerations: The South African Geography Further Education and Training Phase Curriculum and Assessment Policy Statement
The Geography FET CAPS document in South Africa seeks to equip learners with competencies in spatial analysis, environmental management and socio-economic interpretation (Department of Basic Education 2011). While the curriculum encourages the use of conventional geographical tools – including maps, atlases, compasses and fieldwork – it predominantly adheres to representational modes of instruction. This emphasis has been critiqued (see Cindi 2021; Ngobeni et al. 2023; Shabangu 2021) for marginalising embodied and experiential dimensions of geographical knowledge, particularly within diverse socio-cultural settings. Critics argue that the curriculum’s prescriptive orientation and prioritisation of technical skills limit opportunities for critical spatial thinking and engagement with lived realities (Cresswell 2024). In response, Pretorius (2017) advocates for a re-envisioned geography education that centres the learner’s lived experience, supports critical inquiry and fosters participatory learning. Such an approach may better accommodate the spatial inequities and historical legacies that characterise the South African educational landscape.
Opportunities and challenges in implementation
The integration of NRT into the Geography FET CAPS presents both possibilities and limitations. On the one hand, it opens avenues for more responsive, participatory and context-sensitive pedagogies. On the other hand, systemic constraints – such as curriculum rigidity, standardised assessment practices and limited teacher training – pose significant barriers to implementation (Anderson 2016; Ngobeni et al. 2023; Pretorius 2017). Moreover, educational stakeholders often operate within epistemological frameworks shaped by the enduring legacies of colonial and apartheid-era schooling, which may engender resistance to pedagogical innovation (Cindi 2021; Shabangu 2021). Addressing these challenges requires sustained professional development, institutional support and a willingness to embrace alternative epistemologies that better reflect the lived realities of South African learners (Sikerete 2023; Steggink 2021).
Research methods and design
Research design and rationale
This study employed a qualitative, document-based research design situated within an interpretive paradigm, which sought to uncover the contextual meanings embedded in educational policy (Prior 2018). It focused on a critical analysis of the Geography FET CAPS to explore how the curriculum conceptualises geography in relation to the theoretical tenets of NRT. Particular attention was given to whether the curriculum encourages experiential and situated understandings of space and place, as opposed to privileging abstract or representational knowledge.
Document analysis was selected as the methodological approach because of the authoritative status of the CAPS documents as the official curriculum for South African schools. This method enables a focused examination of both the explicit and implicit discourses within the text, revealing its epistemological orientation and pedagogical assumptions. Analysis was undertaken with awareness of the curriculum’s intended audience, policy purpose and historical context, thus locating it within the broader socio-political landscape of South African education.
Data source and selection criteria
The primary data source is the publicly available Geography FET CAPS document for Grades 10–12 (Department of Basic Education 2011). This policy text was selected because of its significance in shaping national geography instruction and assessment practices. The analysis confines itself to this single, comprehensive document to ensure depth and focus.
The document is examined in three main dimensions:
- Curriculum Content: How spatial concepts, such as place and environment, are defined and framed.
- Pedagogical Orientation: The extent to which experiential and participatory learning methods are encouraged.
- Assessment Practices: The forms of knowledge production and evaluation endorsed, including whether they support dynamic engagement or rely on static recall.
This tripartite focus facilitates a systematic comparison between the CAPS curriculum and the core principles of NRT.
Analytical framework and procedures
Thematic analysis, as outlined by Braun and Clarke (2006), was employed to identify recurring patterns and conceptual themes within the curriculum document. This method supported an interpretive reading of policy texts, particularly with regard to their underlying educational philosophies. Initial readings were undertaken to familiarise the researcher with the document’s structure and overall discursive framing. Thereafter, inductive and deductive coding processes were applied to identify themes aligned with NRT’s emphasis on embodied experience, performativity and contextualised knowledge. The following analytic categories guided the coding process:
- Embodied learning: References to sensory or physical interaction with geographical content (e.g. through fieldwork).
- Performative practices: Indications that geography is presented as an active and lived process rather than a body of fixed facts.
- Dynamic learning: Representations of place as dynamic, contested, or historically situated.
- Spatial awareness and engagement: Emphasis on learners’ interactions with their immediate environments as valid forms of geographic inquiry.
- Thematic coding: Reliance on traditional tools such as maps, models and diagrams, assessed in relation to their alignment with or divergence from NRT.
Themes that emerged from this analysis were synthesised and critically compared with key theoretical positions advanced by NRT scholars (e.g. Anderson 2016; Thrift 2008). This comparative lens enabled a nuanced assessment of the Geography FET CAPS document’s capacity to accommodate or resist the epistemological shifts advocated by NRT.
Ethical considerations
Although this study analyses a publicly available policy document and involves no human participants, ethical integrity remains essential. Approval was granted by the Independent Institute of Education’s Varsity College Research Ethics Committee (Reference no: CI0150320252). Ethical rigour is maintained through transparent methodological reporting, reflexive engagement with interpretive biases and a respectful critique of the Geography FET CAPS document as a product of complex institutional and historical processes.
Results
The document analysis of the Geography FET CAPS (Department of Basic Education 2011) is organised around four interrelated dimensions: the ways in which curriculum content constructs and conveys geographical knowledge; the provision (or absence) of embodied and experiential learning opportunities; the teaching approaches prescribed for classroom enactment; and the assessment methods through which learner understanding is measured. Each dimension is interrogated against NRT’s insistence on performative, dynamic and embodied knowledge, thereby revealing both the points of convergence and the areas where the Geography FET CAPS diverges from NRT’s core tenets.
Curriculum content and knowledge representation
The curriculum document (Department of Basic Education 2011) is arranged into four terms per academic year, with topics such as climatology, geomorphology, human and/or settlement geography, and development and/or economic geography specified on an Annual Teaching Plan (Naidoo 2024). Table 1 summarises the extent to which the Geography FET CAPS aligns with the principles of NRT in its content delivery.
| TABLE 1: Alignment of Geography Further Education and Training Phase Curriculum and Assessment Policy Statement content with non-representational theory principles. |
These findings indicate that the Geography FET CAPS (Department of Basic Education 2011) remains rooted in a representational epistemology: its emphasis on maps, statistical models and structured textual descriptions affords minimal opportunity for the spontaneous, sensory and movement-based engagements with space that NRT advocates. By privileging predefined tools and categories, the curriculum constrains learners’ capacity to enact geographical knowledge through embodied practices and to appreciate space as a continuously unfolding process.
Fieldwork and sensory engagement
The prescribed fieldwork in Grades 10–12 is:
[S]ix hours of extra-mural fieldwork is recommended in Grade 10 and 11. Grade 12 learners should also do some fieldwork if time allows. Because of time and logistical constraints, much of the fieldwork will need to be conducted outside lesson time. (Department of Basic Education 2011:11)
In addition, the purpose of fieldwork remains firmly tied to ‘observation, collecting and recording data, processing, collating and presenting fieldwork findings’ (Department of Basic Education 2011:16). The expectation is that learners ought to record meteorological variables, map landforms and urban structures and compile demographic and land-use statistics – all activities that privilege instrumental measurement over sensory immersion (see page 16 of the Geography FET CAPS document). Table 2 illustrates how these fieldwork tasks align with, or diverge from, NRT’s principles of embodied learning.
| TABLE 2: Fieldwork framings in Geography Further Education and Training Phase Curriculum and Assessment Policy Statement. |
Although fieldwork exists in the Geography FET CAPS, it does not encourage learners to actively perform geography in ways that NRT advocates (e.g. through tactile, rhythmic and movement-based interactions with landscapes). The Geography FET CAPS restricts the purpose of fieldwork to ‘capturing different types of data from existing maps, photographs, fieldwork or other records on tracing paper’ (Department of Basic Education 2011:37). While the curriculum references field observation and social skills (see page 9 of the Geography FET CAPS) (Department of Basic Education 2011), these are positioned within a cognitive, outcome-driven model that prioritises structured information processing over lived, affective spatial experiences (see the Assessment Guidelines sections on pages 49–60 of the Geography FET CAPS document [Department of Basic Education 2011]).
Pedagogical practices and teaching approaches
The pedagogical framework of the Geography FET CAPS remains ‘a conceptual framework that embraces Geography’s four Big Ideas, namely: Place, Spatial processes, Spatial distribution patterns and Human and environment interaction’ (Department of Basic Education 2011:8). Teachers are expected to develop the following subject-specific skills:
- Using verbal, quantitative and symbolic data forms such as text, pictures, graphs, tables, diagrams and maps.
- Practising field observation and mapping, interviewing people, interpreting sources and working with statistics.
- Applying communication, thinking, practical and social skills.
- Practising the following specific skills: identifying questions and issues; collecting and structuring information; processing, interpreting and evaluating data; making decisions and judgements; deciding on a point of view; suggesting solutions to problems; and working co-operatively and independently (Department of Basic Education 2011:9).
Although the Geography FET CAPS promotes various subject-specific skills, it frames learning as structured and representational rather than fluid and participatory, whereby learners are expected to develop ‘an aesthetic appreciation of the Earth, including its people, their activities, places, landscapes, natural processes and phenomena’ (Department of Basic Education 2011:59). As a result, the curriculum limits opportunities for learners to co-construct knowledge through dynamic, lived experiences, diverging from the principles of NRT.
Assessment methods and the challenge of non-representational learning
The Geography FET CAPS assessment framework is anchored in written examinations, structured tests and formal evaluations, reinforcing representational knowledge rather than facilitating dynamic, participatory learning (see pages 49–60 of the Geography FET CAPS document [Department of Basic Education 2011]). These methods privilege:
[R]eading, analysing and interpreting maps, photographs and satellite images; drawing, analysing and interpreting graphs; drawing and labelling sketch maps; labelling diagrams; using models; working with a variety of data; analysing and synthesising information from different sources; conducting fieldwork, recording and interpreting findings; working with concepts, data, procedures related to GIS; conducting and writing up research; writing paragraphs and essays; and evaluating arguments and expressing and supporting a point of view. (Department of Basic Education 2011:51)
Table 3 summarises the key assessment methods in the Geography FET CAPS and their alignment with NRT.
| TABLE 3: Alignment of Geography Further Education and Training Phase Curriculum and Assessment Policy Statement assessment methods and non-representational theory. |
Tests and written examinations must be centred on ‘multiple choice questions, one line answers, written paragraphs, labelling diagrams, doing calculations and working with data’ (Department of Basic Education 2011:52). The lack of creative, performance-based, and process-oriented assessments in the Geography FET CAPS limits opportunities for learners to engage with geography as a lived experience.
Discussion
The analysis of the Geography FET CAPS reveals a curriculum framework that is predominantly representational, emphasising fixed content, formal structures and instrumental approaches across its components. This orientation diverges from the core tenets of NRT, which foregrounds spatial knowledge as performative, affective and embodied (Anderson 2016; Thrift 2008).
Curriculum content is structured around predefined themes – such as climate systems and settlement patterns – delivered through diagrams, models and categorisations. These components reflect a static conception of geography, where space is rendered as an object of analysis rather than a medium of lived experience (Cresswell 2024). Non-representational theory, by contrast, emphasises space as constantly unfolding and shaped through bodily presence, practice and encounter (Ash & Simpson 2016). The Geography FET CAPS approach leaves little room for learners to engage with geography through dynamic or sensorial means, instead treating knowledge as content to be acquired and reproduced.
Fieldwork in the curriculum, although referenced, is limited both in scope and intent. It is positioned outside of formal instructional time and remains focused on data collection and analysis – such as statistical analysis and mapping landforms – reflecting a representational and instrumental logic (Sikerete 2023). These practices prioritise objective measurement over embodied immersion, disregarding the affective dimensions of learners’ interactions with place (Bower 2014; Kozyreva 2018). Non-representational theory suggests that knowledge emerges not merely from observing space but from moving through and being affected by it (eds. Harrison & Anderson 2012; Jones 2008). The Geography FET CAPS framework, however, excludes this performative dimension by limiting learner agency in the enactment of space.
Pedagogical practices outlined in the Geography FET CAPS are similarly prescriptive, with a strong focus on teacher-led instruction and clearly defined skills such as data interpretation and mapping. These reinforce cognitive outcomes and marginalise participatory or co-constructive forms of learning. Learners are expected to internalise content rather than engage in the open-ended exploration of space. This reflects a transmission model of education, incompatible with the relational and emergent pedagogy that NRT encourages (ed. Kumar 2022; McKenzie 2017). Furthermore, the affective and sensory aspects of spatial understanding are absent from pedagogical design (Ash & Simpson 2016; Eszter 2025).
Assessment methods reinforce the representational orientation through written tests, structured assignments and examinations that prioritise recall and accuracy (Department of Basic Education 2011). These forms of evaluation validate static knowledge, such as labelling maps and interpreting diagrams, while excluding performative or creative demonstration of understanding. The curriculum’s emphasis on standardised assessment precludes more open, process-based approaches that might accommodate embodied and affective engagements with geography (Firth 2001; McRae 2022). As Torrens (2024) warns, one of the key pitfalls of implementing NRT in educational settings lies in its incompatibility with conventional assessment regimes, a tension that is evident in the Geography FET CAPS structure.
While the Geography FET CAPS references practices such as fieldwork and skill development, these are situated within a framework that privileges representation and cognitive mastery. Opportunities for learners to participate in geography as a lived, emergent and affective process – as advocated by NRT – are minimal. This misalignment points to a broader epistemological tension between curriculum design and the ontological assumptions of embodied learning (Cindi 2021; Ngobeni et al. 2023; Njapha 2021).
Conclusion
This study evaluated the South African Geography FET CAPS against NRT and found that, despite its coherent presentation of geographical content, the curriculum’s heavy reliance on static representations – maps, models and formal assessments – undermines NRT’s emphasis on lived, embodied and performative engagements with space. Pedagogically, teacher-led lessons and preset assessments prioritise factual recall and technical proficiency over sensory, affective and movement-based practices, thereby constraining learners’ capacity to co-construct knowledge through direct experience. To redress this misalignment, the Geography FET CAPS should incorporate flexible, field-based activities, alternative assessment methods such as portfolios and ethnographic projects and targeted professional development to equip teachers for facilitating embodied learning. Embedding NRT principles in the curriculum promises a more inclusive and contextually responsive geography education, better preparing learners to engage critically and reflexively with South Africa’s complex spatial realities.
Acknowledgements
Competing interests
The author declares that they have no financial or personal relationships that may have inappropriately influenced them in writing this article.
Author’s contributions
S.N. is the sole author of this research article.
Funding information
This research received no specific grant from any funding agency in the public, commercial or not-for-profit sectors.
Data availability
The data are not publicly accessible because of confidentiality considerations. The data supporting this study’s findings are available from the corresponding author, S.N., upon reasonable request.
Disclaimer
The views and opinions expressed in this article are those of the author and are the product of professional research. It does not necessarily reflect the official policy or position of any affiliated institution, funder, agency or that of the publisher. The author is responsible for this article’s results, findings and content.
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