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Language and legitimation of the intended and lived curriculum in public service leadership development
Thesis (PhD) University of Pretoria, 2017.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2018
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| _version_ | 1867613510642434048 |
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| access_status_str | Open Access |
| author2 | Evans, Rinelle |
| author_browse | Evans, Rinelle |
| author_facet | Evans, Rinelle |
| collection | Thesis |
| dc_rights_str_mv | © 2018 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD) University of Pretoria, 2017. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/65171 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:18.025Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2018 |
| publishDateRange | 2018 |
| publishDateSort | 2018 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/65171 Language and legitimation of the intended and lived curriculum in public service leadership development Evans, Rinelle amdmilly@gmail.com Paile, Audrey Millicent Curriculum and instructional design and development Public service Public administration Leadership development Intended curriculum Lived curriculum Critical discourse analysis Education theses SDG-04 Education theses SDG-08 Education theses SDG-16 Education theses SDG-17 Thesis (PhD) University of Pretoria, 2017. The Senior Management Service in the South African public service was established as a leadership tier made up by development-oriented individuals who are able to make government’s vision of a better life for all a reality. The purpose of this research study is to explore and interpret how public service leadership is understood, communicated and legitimated in design and in practice. The study aims to gain deeper and critical understanding of issues from individuals’ perspectives, and is premised on the view that language has not been given sufficient attention in public service curriculum design and leadership development programmes. Yet, language and discourse express and constitute the values and beliefs underpinning structures and practices of communication, learning, and work. Participant samples are drawn from curriculum designers who guide the development of public service education, training and development interventions; and managers who have participated in the Executive Development Programme (EDP) of the National School of Government. This qualitative study applies Norman Fairclough’s critical discourse analysis, with interest in the intended curriculum and the lived, and the local and distributed contexts of social practices of public service leadership. The study highlights some of the linguistic turns in the discipline of Public Administration, and the interdisciplinary intersections in the d/Discourses of public service. Taken-for-granted worldviews are noted in how leadership is construed and the context in which it is practised, with implications for curriculum and policy critique. The study makes recommendations about ways in which subordinate and dominant worldviews may be reappraised, while also building bridges across the multiple worlds of situational practitioner knowledge and language, and those of scientific theory and methodology. Moreover, the study brings a critical discourse perspective to the languages and texts through which leadership development endeavours may be recontextualised, legitimated or deligitimated to accomplish particular purposes in the public service. Key words: public service, public administration, leadership development, intended. curriculum, lived curriculum, critical discourse analysis mi2026 Humanities Education PhD Unrestricted SDG-04: Quality education SDG-08: Decent work and economic growth SDG-16: Peace, justice and strong institutions SDG-17: Partnerships for the goals 2018-06-18T07:47:25Z 2018-06-18T07:47:25Z 2018-04-25 2017-12 Thesis Paile, AM 2017, Language and legitimation of the intended and lived curriculum in public service leadership development, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/65171> A2018 http://hdl.handle.net/2263/65171 en © 2018 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Curriculum and instructional design and development Public service Public administration Leadership development Intended curriculum Lived curriculum Critical discourse analysis Education theses SDG-04 Education theses SDG-08 Education theses SDG-16 Education theses SDG-17 Language and legitimation of the intended and lived curriculum in public service leadership development |
| title | Language and legitimation of the intended and lived curriculum in public service leadership development |
| title_full | Language and legitimation of the intended and lived curriculum in public service leadership development |
| title_fullStr | Language and legitimation of the intended and lived curriculum in public service leadership development |
| title_full_unstemmed | Language and legitimation of the intended and lived curriculum in public service leadership development |
| title_short | Language and legitimation of the intended and lived curriculum in public service leadership development |
| title_sort | language and legitimation of the intended and lived curriculum in public service leadership development |
| topic | Curriculum and instructional design and development Public service Public administration Leadership development Intended curriculum Lived curriculum Critical discourse analysis Education theses SDG-04 Education theses SDG-08 Education theses SDG-16 Education theses SDG-17 |
| url | http://hdl.handle.net/2263/65171 |