Curriculum theory, curriculum theorising, and the theoriser. The African theorising perspective.

Sonst. Personen	Fomunyam, Kehdinga George (Hrsg.); Khoza, Simon Bheki (Hrsg.)
Titel	Curriculum theory, curriculum theorising, and the theoriser. The African theorising perspective.
Quelle	Leiden; Boston: Brill Sense (2021), XV, 383 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-90-04-44792-9; 978-90-04-44793-6; 978-90-04-44794-3
DOI	10.1163/9789004447943
Schlagwörter	Bildungsforschung; Lehrerbildung; Curriculum; Curriculumentwicklung; Curriculumplanung; Afrika; Lesotho; Südafrika (Staat)
Abstract	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.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2024/1