3 edition of Knowledge, identity, and curriculum transformation in Africa found in the catalog.
Knowledge, identity, and curriculum transformation in Africa
|Statement||edited by Nico Cloete ... [et al].|
|Contributions||Cloete, Nico., Centre for Higher Education Transformation.|
|LC Classifications||LB2362.S6 K56 1997|
|The Physical Object|
|Pagination||vii, 206 p.;|
|Number of Pages||206|
|LC Control Number||98135265|
59 C hapter 4 describes curriculum transformation and why it is needed to help students understand the United States and the world from diverse cultural and ethnic perspectives. This chapter describes how knowledge is constructed and how it reflects the biographical journeys. All knowledge, all assessment, all pedagogical approaches, are articulations of power relations in society. They serve particular agendas. A decolonised education needs to expose those : Peter Ruddock.
Simply put, an African philosophy of education is a way of asking questions about education in Africa. It allows education students to search for meanings that relate to their chosen : Yusef Waghid. In this chapter, I ask three critical questions about knowledge transformation in the African university. The first is: What are the imperatives behind knowledge production transformation in post-colonial universities in Africa? Secondly: In what ways have key knowledge production systems in research, curriculum.
• a social and cultural identity distinct from dominant societies Spring Indigenous Knowledge Systems minority groups own language, culture and history and knowledge base into the curriculum and classroom instruction thereby increasing cultural relevance. Chapter 9 Curriculum and Instructional Design can say that curriculum and instructional design involve the forming of educational content and knowledge. Curriculum design might at first glance appear to be about the economics and pragmatics of teaching, about arranging content and assignments, apportioning time on File Size: KB.
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Get this from a library. Knowledge, identity, and curriculum transformation in Africa. [Nico Cloete; Centre for Higher Education Transformation.;] -- "Recent government documents have recommended a framework for transformation which will have major implications for the curricula of higher education institutions, but have not eleborated on what.
Throughout the world, higher education systems are identity pressure to be responsive to changes in society. This collection of 12 contributions by academics from within and outside South Africa aims to help generate a climate and ideas for the transformation of the higher education curriculum.
(source: Nielsen Book Data). Liberalism and the Plurality of Identity. Kwame Anthony Appiah - - In N. Cloete, M. Makgoba & D. Ekong (eds.), Knowledge, Identity and Curriculum Transformation in Africa.
Maskew Miller Longman. Cited by: struction of a curriculum in an African context. But any discussion or critical reflection on the curriculum, even one concerned with the construction of a curriculum in an African context.
Drawing on several theoretical assertions, examples from a wide range of disciplines, and experiences gathered from different continents at different points in history, the book establishes that for education to trigger the necessary transformation in Africa, it should be constructed on a strong foundation Knowledge learners’ indigenous knowledge.
The book Knowledge a distinct and uncharted pathway for Africa to. in this book, cannot escape the dilemmas that the vast majority of higher education systems and institutions all over the world are facing today. Knowledge and Change in African Universities is a significant contribution to current international debates about higher education, as it brings to our attention observations, analyses and.
Knowledge and identity: An African vision of higher education transformation. In S. Seepe (Ed.), Towards an African identity of higher education (pp. 13–57). Pretoria: Vista Author: Kai Horsthemke.
This paper investigates the relationship between schooling and conflict in Pakistan using an identity‐construction lens.
Drawing on data from curriculum documents, student responses to classroom activities, and single‐sex student focus groups, it explores how students in four state primary schools in the North West Frontier Province (NWFP), Pakistan, use curricula and school experiences Cited by: South Africa’s universities can confidently say that they have transformed or have engaged with the challenges of transformation in an open, robust and self-critical manner” (, ).
The reason for this was not the absence of transformation policies at the time, but rather the absence of implementation. The book shows Africa’s colonial history as a disastrous period for the that past. It tells of Africa’s loss of identity under its colonial occupiers and the disintegration of societal hierarchies that had developed over centuries.
The personhood so necessary to face the crisis of identity in Africa today. Curriculum, curriculum development, curriculum studies. Problematising theoretical ambiguities in doctoral theses in the education field Petro du Preez and Shan Simmonds Edu-HRight Research Group, North-West University, Potchefstroom Campus, South Africa [email protected] Theoretical ambiguities in curriculum studies result in conceptual.
This is justified by continuous change in curriculum policy systems sincewhen the first one was introduced in South Africa. Curriculum (C) was introduced inRevised National Curriculum Statement (RNCS) inNational Curriculum Statement (NCS) in and currently Curriculum and Assessment Policy Statements (CAPS).
knowledge systems and destroyed the zeal in Africans to modernize and ameliorate their systems. The infiltration of Western knowledge systems served to re-direct development of the African continent by emphasizing its making in the image of Europe and North America.
The Eurocentric approaches. IMPLEMENTATION OF THE CURRICULUM AND ASSESSMENT POLICY STATEMENTS: CHALLENGES AND IMPLICATIONS FOR TEACHING AND LEARNING by Grace Moodley Submitted in accordance with the requirements for the degree of Master of Education with Specialisation in Curriculum Studies at the UNIVERSITY OF SOUTH AFRICA Supervisor: Dr PL Mabunda November.
How, therefore, do we think about curriculum transformation in the context of higher education in South Africa today. The first step is to recognise the cultural and scientific production. Efforts to improve the quality of South Africa’s teachers and their teaching have been underway for several years.
Initiatives in the form of a new curriculum, the upgrading of qualifications, the development of subject competence and support for. ÿThe alienating nature of the dominant curriculum in African schools and universities is an issue which simmered just below the surface in the student protests that swept through the South African higher education sector.
The collection of essays found in this timely publication, offers compelling arguments for the deliberate embrace of the African culture to advance African knowledge. Cape Town, South Africa [email protected] INTRODUCTION This paper attempts to tease out the complexity of change in South Africa regarding the shift from a dual system (special and ordinary) to an inclusive outcomes based approach to education.
The paper argues against relying on the transformation context for Size: KB. Transformation in Higher Education is an international, transdisciplinary journal that seeks original contributions that reflect upon and theorise transformation in higher education in all its different nuances.
It aims to disseminate high impact, evidence based research across disciplines in higher education that could ultimately support high level learning, teaching and by: 2. The book provides up-to-date scholarly research on global trends on three issues of paramount importance with indigenous education—language, culture, and identity.
Search the world's most comprehensive index of full-text books. My library.In this article we look at heritage, culture, identity in South Africa and attempt to provide some overview of what is meant when people speak of South African Heritage.
Culture Like 'heritage' and 'identity,' 'culture' is a term that causes much confusion and suffers from its misuse.CONSTRUCTIVISM IN THEORY AND PRACTICE: TOWARD A BETTER UNDERSTANDING James.
M. Applefield, Richard Huber & Mahnaz Moallem The University of North Carolina at Wilmington Watson School of Education South College Rd. Wilmington, NC Tel: Fax: