A Transdisciplinary Approach and Indigenous Knowledge as Transformative Tools in Pedagogical Design: The Case of The Centre for Transdisciplinary Studies, University of Fort Hare

Autor/inn/en	Mahlangu, Petrus M.; Garutsa, Tendayi C.
Titel	A Transdisciplinary Approach and Indigenous Knowledge as Transformative Tools in Pedagogical Design: The Case of The Centre for Transdisciplinary Studies, University of Fort Hare
Quelle	In: Africa Education Review, 16 (2019) 5, S.60-69 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2016.1251293
Schlagwörter	Higher Education; Interdisciplinary Approach; Social Change; Problem Solving; Curriculum; Indigenous Knowledge; Foreign Countries; Teaching Methods; Cultural Awareness; Instructional Design; Democracy; Poverty; Social Problems; South Africa + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Sozialer Wandel; Problemlösen; Curricula; Lehrplan; Rahmenplan; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Lesson concept; Lessonplan; Unterrichtsentwurf; Demokratie; Armut; Social problem; Soziales Problem; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Higher education institutions (HEIs) are drivers of social change embedded in a society which is experiencing increasingly complex and multifaceted crises. This is partly attributable to the use of conventional and deterministic problem-solving curricula. A combination of a transdisciplinary approach and indigenous knowledge (IK) as transformative tools in complex systems is critical for pedagogy. This interface embraces the African heritage in Western epistemology putting it on a curricula pedestal which is currently Western-oriented. This article shows how a transdisciplinary approach and IK can transform pedagogies in HEIs through mutual learning and dialogue across disciplines by reflecting on the Life Knowledge Action/Grounding Programme which is a course offered at the University of Fort Hare, South Africa. The article suggests an integration of transdisciplinarity and IK as powerful catalysts for transformation in pedagogical design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01