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and the learners. Recognizing and identifying that these concepts speak to different message systems, hence they can function in isolation to each other.

Two types of curriculum codes come to the fore in Bernstein (1982): One is the collection code with a very strong classification and secondly the integrated code with a weak classification. The collection code with the relatively and degree of classification and framing can give rise to two types of collection codes within a curriculum: One the specialized field which is divided into a pure (e.g. economic field) or an impure (e. g. Mix field) which is most times challenged by the practicality of the time table and period issues. The collection code is striving towards the upkeep of the specialized and highly insulated contents codes that is linked to hierarchical ideas.

The second, integrated, code gives rise to two different types of the code. One is the teacher based integrated code. In this curriculum, this teacher who teach the same class all the subjects or learning areas and can integrate the relationship between the subjects and by own choice only. Secondly is the teacher based integrated curriculum. In this integrated curriculum, the teachers have to form a relationship among them and reach consensus about the subject or subjects. In my view and in agreement with the claims from Bernstein (1982) the collection code has a tacit ideology hidden within the curriculum which is rigid to change and growth. It also brings about the hierarchical division of subject and contents with keeping subjects insulated with a strong classification. The collection creates a certain power over the message systems and protects that power by protecting the boundaries between contents. By not allowing relationships between concepts I deduce from these facts the old ideology of divide and concur. Mathematics has been associated with this ideology in the educational world and trying and wiggling not to allow integration into the subject sides us with the collection code and the ideologies that are attached to it.

An Integrated Curriculum on the other hand brings with it the capacity to reduce insulation and blurred boundaries. Bring contents and context together to a certain degree. The explicit ideologies of the integration code open contents weaken hierarchical structures thinking and promote interaction. Bringing together and finding common ground. Imperative to note is that the integration code does not completely do away with boundaries, but it weakens the power of Prevein Marnewicke: Forms and meanings of Integration. A case study towards completion

of a Master of Education degree.

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