Curriculum Theory, Curriculum Theorising, and the Theoriser

The African Theorising Perspective

Kehdinga George Fomunyam, Simon Bheki Khoza (Herausgeber)

Buch | Hardcover

400 Seiten

2021
Brill (Verlag)
978-90-04-44793-6 (ISBN)

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This book explores the complexities of curriculum studies by taking into account African perspectives of curriculum theory, curriculum theorising and the theoriser. It provides alternative pathways to the curriculum discourse in Africa by breaking traditions and experimenting on alternative approaches.

Curriculum studies is at the core of the educational endeavour and informs what happens in every educational institution. As a result of its criticality or primacy, every educational practitioner appears to claim expertise in curriculum matters and what direction the field should take. In Africa, the curriculum practitioner has been given little or no space to theorise and orient the future of the field in Africa. Instead, European, and American curriculum theorisers have been allowed to exert a marked influence on the nature and direction of African theoretical and philosophical underpinnings. This situation raises fundamental questions about the future of education in Africa and this volume explores and answers these questions relating to curriculum theory, theorising and the theoriser by breaking traditions and experimenting on alternative approaches and pathways.

Contributors are: Aruna Ankiah-Gangadeen, Lynn Biggs, Eunice Champion, Taryn Isaacs De Vega, Kehdinga George Fomunyam, Nadaraj Govender, Angela James, Simon Bheki Khoza, Noma China Kubashe, Nehemiah Latolla, Jacqui Lück, Dumisa Celumusa Mabuza, Simeon Maile, Suriamurthee Maistry, Makhulu A. Makumane, Zvisinei Moyo, Cedric Bheki Mpungose, Pascal Nadal, Blanche Ntombizodwa Ndlovu, Christopher Ndlovu, Emily Mangwaya Ndlovu, Nellie Ngcongo-James, Deirdre Pratt, Mukhtar Raban, Nolundi Radana, Makhosazana Edith Shoba, Mahlapahlapana Themane, Molaodi Tshelane and Denise Zinn.

Kehdinga George Fomunyam, PhD (2015), University of KwaZulu-Natal, is a Senior Researcher and Curriculum Scholar at Durban University of Technology. He is a prolific multiple award-winning researcher who has published more than 50 peer reviewed articles and several book chapters. He recently edited Decolonising Higher Education in the Era of Globalisation and Internationalisation (African Sun Media, 2019). Simon Bheki Khoza , PhD (2009), University of KwaZulu-Natal, is a Distinguished Teacher and Associate Professor: Education and Curriculum Studies with Educational Technology at the University of KwaZulu-Natal, RSA. He has graduated more than 80 PhD/MED students and published in local and international journals.

List of Figures and Tables

Notes on Contributors

Introduction: Theorising Curriculum Approaches and Praxis

Kehdinga George Fomunyam and Simon Bheki Khoza

PART 1: Curriculum Theory (Theorisation of Curriculum)

1 Uzifozonke: Healing the Heart of Curriculum in a South African University

Denise Zinn, Mukhtar Raban, Jacqui Luck, Nehemiah Latolla, NomaChina Kubashe, Taryn Isaacs De Vega, Eunice Champion and Lynn Biggs

2 Rethinking Curriculum Theory That Can Deliver a Decolonised African Curriculum

Mahlapahlapana Themane

3 Theorising Open Curriculum Charges as Pathway to Responsiveness in South African Higher Education

Kehdinga George Fomunyam and Simon Bheki Khoza

PART 2: Indigenous Knowledge and Curriculum (History of Curriculum)

4 Curricular Innovations in a Small Island State: Developing Intercultural Competence in Pursuit of Holistic Growth

Aruna Ankiah-Gangadeen and Pascal Nadal

5 Moving toward Indigenisation of Knowledge: Understanding African Women's Experiences

Zvisinei Moyo

6 Can IK and Western Science Be Complementary in an IK-SCIE Agricultural Curriculum? Theorising for an Appropriate Agricultural Curriculum

C. Ndlovu, A. James and N. Govender

PART 3: Decolonisation of Curriculum

7 Curriculum Theorising in Africa as Social-Justice Project: Insights from Decolonial Theory

Suriamurthee Maistry

8 Curriculum Ecologies: Paradigmatic Shifts in Discourses of Change in Post-Apartheid South Africa

Simeon Maile

9 Brave New World: Decolonising Shakespeare in the Drama Education Curriculum

Nellie Ngcongo-James and Dee (Deirdre) Pratt

PART 4: Trends in Curriculum (Modernisation and Curriculum)

10 Theorising Curriculum and Assessment Policy Statement: Teachers' Reflections

Cedric Bheki Mpungose

11 Can Alignment of Digital Resources with Needs Produce a New Curriculum Theory for Teaching?

Simon Bheki Khoza and Kehdinga George Fomunyam

12 Theorising Teachers' Experiences of Teaching Reading in the African Context

Makhosazana Edith Shoba

PART 5: Curriculum and Social Discourses (Self-Identity)

13 The African Theoriser: A Sense of Mistaken Identity?

Nolundi Radana

14 Sustainable Professional Curriculum Practice for School Leadership Capacity Building

Molaodi Tshelane

PART 6: Curriculum Implementation (Curriculum in Use)

15 Theory of Enactment Strategies as a Way forward in Enacting a French Integrated Curriculum in Lesotho

Makhulu A. Makumane

16 Alternative Ways of Implementing the Curriculum

Emily Ndlovu Mangwaya and Simon Bheki Khoza

17 Curriculum Differentiation for Diverse Learners: Transforming Teacher Practices

Blanche Ntombizodwa Ndlovu

18 The Tri-Star Curriculum Theory: Lens for Viewing Curriculum

Dumisa Celumusa Mabuza

Conclusion: Theorising Responsiveness and Potentialities in Curriculum Studies

Kehdinga George Fomunyam and Simon Bheki Khoza

Index

Erscheinungsdatum	15.01.2021
Verlagsort	Leiden
Sprache	englisch
Maße	155 x 235 mm
Gewicht	791 g
Themenwelt	Sozialwissenschaften ► Pädagogik ► Bildungstheorie
ISBN-10	90-04-44793-8 / 9004447938
ISBN-13	978-90-04-44793-6 / 9789004447936
Zustand	Neuware