Rethinking curriculum theory that can deliver a decolonised African curriculum.

Autor/in	Themane, Mahlapahlapana
Titel	Rethinking curriculum theory that can deliver a decolonised African curriculum.
Quelle	Aus: Fomunyam, Kehdinga George (Hrsg.); Khoza, Simon Bheki (Hrsg.): Curriculum theory, curriculum theorising, and the theoriser. The African theorising perspective. Leiden: Brill Sense (2021) S. 38-52 PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben S. 50-52
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-90-04-44792-9; 978-90-04-44793-6; 978-90-04-44794-3
DOI	10.1163/9789004447943
Schlagwörter	Bildungsforschung; Curriculum; Curriculumentwicklung; Afrika
Abstract	This chapter presents three arguments: One, that the current curriculum thinking and practice is often not based on a strong rationality and is biased towards Western worldviews. Two, that such thinking and practices are influenced by structuralist-oriented curriculum theories and not by value-oriented approaches to curriculum thinking. I argue that these approaches are unsuitable for delivering a decolonised curriculum. Three, I propose an alternative curriculum theory that accommodates the suitability of the Afrocentric paradigm arguing for an emancipatory and participatory knowledge creation that values and includes indigenous knowledge and African people. These three arguments have at least three implications for the field of curriculum studies, and curriculum theory in particular. First, that curriculum studies scholars need to advance the importance of theory in curriculum development and practice more than at present. More particularly, the need is for any curriculum-development initiative to be based on a sound and strong rationality, rather on fragile political and economic policies. Secondly, that the current African theories are moribund; they are therefore unable to present methods and principles that provide answers to problems confronting schools and universities, such as the call for a decolonised curriculum. Thirdly, that there is a need to advocate for curriculum theories that are not rigid and absolute, but that are nomadic, rhizomatic, and emergent.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2024/1