Recontextualizing the School Life Sciences Curriculum after Meeting Sustainability Science

Abstract In this article, the authors analyze the extent to which sustainability science subject matter is reflected in the Life Sciences school curriculum in South Africa. The authors used Bernstein’s theory of the pedagogic device and key topics derived from the literature on sustainability science to frame the analysis. Document analysis was the method used to conduct a content analysis of the Curriculum Policy and Assessment (CAPS) document for Life Sciences. The results showed that although coverage is not extensive, some sustainability science topics are found in the prescribed Life Sciences curriculum, which teachers can use to address sustainability in the classroom. However, many more sustainability science topics should be included. The findings provide useful information for policymakers, teacher educators, resource developers, and schoolteachers. This analysis was limited to Bernstein’s fields of recontextualization and production. Further research on reproduction is required to gain insight into what teachers do in classrooms when including sustainability science.