| Description |
1 online resource (xxix, 192 pages) |
| Series |
Curriculum studies worldwide, 2731-6394 |
|
Curriculum studies worldwide, 2731-6394
|
| Contents |
1. Overview and Introduction: Rupturing the Colonising-Colonised Discourse and Its Effect on the (Future) South African University -- 2. The "Messiness" of the Neoliberal Economic Grip on the Curriculum Landscape -- 3. How the Technological Epoch and COVID-19 Silenced Indigenous Knowledge in the University Curriculum? -- 4. Towards an Agenda for Decolonising Knowledge in the University Curriculum -- 5. Towards a Decolonising Philosophy for Pedagogy: The Ubuntu-Conscious Educator -- 6. Pedagogical Struggles Facing Life Sciences Lecturers in Decolonising Their Content -- 7. Conclusion: Travelling Back Home to the Familiar : Towards Ubuntu Currere as a Lived Body Curriculum |
| Summary |
This book offers an important contribution to the field of curriculum studies and higher education by examining the impacts of colonialism and neoliberalism in the South African education system and addressing ways to decolonise curriculum and teaching. Drawing on Pinar's work in curricular theory, the authors call for integrating self-reflective curriculum development into the national curriculum process to promote indigenous education and knowledge |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Description based on online resource; title from digital title page (viewed on June 26, 2023) |
| Subject |
Education, Higher -- Curricula -- South Africa
|
|
Education, Higher -- Curricula
|
|
South Africa
|
| Form |
Electronic book
|
| Author |
Koopman, Karen J. author
|
| ISBN |
3031312376 |
|
9783031312373 |
|
