Curriculum Transformation in a Post-Apartheid South African University: The Arts Faculty, Tshwane University of Technology

Autor/inn/en	Ebewo, Patrick J.; Sirayi, Mzo
Titel	Curriculum Transformation in a Post-Apartheid South African University: The Arts Faculty, Tshwane University of Technology
Quelle	In: Africa Education Review, 15 (2018) 2, S.82-95 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2017.1307090
Schlagwörter	Foreign Countries; Curriculum Development; Educational Change; Social Change; Racial Segregation; Racial Discrimination; Art Education; Educational Discrimination; Higher Education; Desegregation Methods; South Africa + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Sozialer Wandel; Rassentrennung; Racial bias; Rassismus; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	During the apartheid rule in South Africa, established universities and other tertiary institutions were forcibly segregated to serve particular racial groups. Some critics have stated that the apartheid regime in South Africa supported an exclusively Western model of education, and that university education was based on a mono-cultural approach with bias towards Western values and expectations. With the demise of apartheid in 1994, the Government of National Unity (GNU) merged the fragmented hodgepodge of segregated tertiary institutions into 23 (now 26) public universities (26 since in 2004), Tshwane University of Technology (TUT) being one. There has been a paradigm shift to accommodate a new form of education which is not only supposed to address the imbalances of the past but be of relevance to the twenty-first-century knowledge economy. The transformation of the education sector is supposed to boost the Africanisation (African-oriented content) of the syllabus, foregrounding the cultural practices and values of the African people. In TUT the arts faculty faced challenges of rationalisation, and the faculty management is poised to effect the paradigm shift. The aim of this paper is to investigate the extent to which the African-oriented content concept has been realised in the arts curriculum of Tshwane University of Technology TUT. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01