Literaturnachweis - Detailanzeige
Autor/inn/en | McGregor, Rafe; Park, Miriam Sang-Ah |
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Titel | Towards a Deconstructed Curriculum: Rethinking Higher Education in the Global North |
Quelle | In: Teaching in Higher Education, 24 (2019) 3, S.332-345 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Park, Miriam Sang-Ah) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1356-2517 |
DOI | 10.1080/13562517.2019.1566221 |
Schlagwörter | Case Studies; Higher Education; Global Approach; Access to Education; Developing Nations; Developed Nations; Educational Change; Foreign Policy; Curriculum Development; Neoliberalism; Cultural Context; Disadvantaged; Course Descriptions Case study; Fallstudie; Case Study; Hochschulbildung; Hochschulsystem; Hochschulwesen; Globales Denken; Education; Access; Bildung; Zugang; Bildungszugang; Developing country; Developing countries; Entwicklungsland; Developed countries; Industriestaat; Industrieland; Bildungsreform; Außenpolitik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Neo-liberalism; Neoliberalismus; Kursstrukturplan |
Abstract | The purpose of this article is to argue for the deconstruction rather than the decolonisation of the neocolonial curriculum. Globalisation facilitates the democratisation of higher education, which is now accessible to more people than ever before, but globalisation also facilitates the expansion of the ideological dominance of the Global North over the Global South by means of the neocolonial curriculum. Contemporary attempts to decolonise Global South curricula are proceeding very slowly. We propose an alternative, the deconstruction of the Global North curriculum, i.e. a radical change to the Global North curriculum that exploits the neoliberal imperative to maximise profit in order to undermine the neocolonial curriculum. We use two case studies -- Frantz Fanon and Çigdem Kagitçibasi -- to demonstrate how the deconstruction of the Global North curriculum can be achieved, by the prioritisation of theory and practice that are sensitive to context. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |