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

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Sonst. Personen	Fomunyam, Kehdinga George (Hrsg.); Khoza, Simon Bheki (Hrsg.)
Titel	Curriculum theory, curriculum theorising, and the theoriser. The African theorising perspective.
Quelle	Leiden: Brill \| Sense (2021), XV, 383 S.Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	9789004447929 (Taschenbuch); 9789004447936 (gebundene Ausgabe); 9789004447943 (E-Book)
Schlagwörter	Südliches Afrika; Education; Curricula; Africa, Southern; Curriculum planning; Philosophy; Bildungstheorie; Bildungspraxis + Suchen Sie Ihr Suchwort? Bildung; Erziehung; Curriculum; Lehrplan; Rahmenplan; Southern Africa; Südliches Afrika; Curriculumplanung; Philosophie
Abstract	Introduction : theorising curriculum approaches and praxis / Kehdinga George Fomunyam and Simon Bheki Khoza -- Uzifozonke : healing the heart of curriculum in a South African university / Denise Zinn, Mukhtar Raban, Jacqui Lück, Nehemiah Latolla, Noma China Kubashe, Taryn Isaacs De Vega, Eunice Champion and Lynn Biggs -- Rethinking curriculum theory that can deliver a decolonised African curriculum / Mahlapahlapana Themane -- Theorising open curriculum charges as pathway to responsiveness in South African higher education / Kehdinga George Fomunyam and Simon Bheki Khoza -- Curricular innovations in a small island state : developing intercultural competence in pursuit of holistic growth / Aruna Ankiah-Gangadeen and Pascal Nadal -- Moving toward indigenisation of knowledge : understanding African women's experiences / Zvisinei Moyo -- Can IK and western science be complementary in an IK-SCIE agricultural curriculum? : theorising for an appropriate agricultural curriculum / C. Ndlovu, A. James and N. Govender -- Curriculum theorising in Africa as social-justice project : insights from decolonial theory / Suriamurthee Maistry -- Curriculum ecologies : paradigmatic shifts in discourses of change in post-apartheid South Africa / Simeon Maile -- Brave new world : decolonising Shakespeare in the drama education curriculum / Nellie Ngcongo-James and Dee (Deirdre) Pratt -- Theorising curriculum and assessment policy statement : teachers' reflections / Cedric Bheki Mpungose -- Can alignment of digital resources with needs produce a new curriculum theory for teaching? / Simon Bheki Khoza and Kehdinga George Fomunyam -- Theorising teachers' experiences of teaching reading in the African context / Makhosazana Edith Shoba -- The African theoriser : a sense of mistaken identity? / Nolundi Radana -- Sustainable professional curriculum practice for school leadership capacity-building / Molaodi Tshelane -- Theory of enactment strategies as a way forward in enacting a French integrated curriculum in Lesotho / Makhulu A. Makumane -- Alternative ways of implementing the curriculum / Emily Ndlovu Mangwaya and Simon Bheki Khoza -- Curriculum differentiation for diverse learners : transforming teacher practices / Blanche Ntombizodwa Ndlovu -- The tri-star curriculum theory : lens for viewing curriculum / Dumisa Celumusa Mabuza -- Conclusion : theorising responsiveness and potentialities in curriculum studies / Kehdinga George Fomunyam and Simon Bheki Khoza. "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. Contributors are: Aruna Ankiah-Gangadeen, Lynn Biggs, Eunice Champion, Taryn Isaacs De Vega, Kehdinga George Fomunyam, Nadaraj Govender, Angela James, Simon Bheki Khoza, NomaChina Kubashe, Nehemiah Latolla, Jacqui Lück, Dumisa Celumusa Mabuza, Simeon Maile, Suriamurthee Maistry, Makhulu A. Makumane, Emily Ndlovu Mangwaya, Zvisinei Moyo, Cedric Bheki Mpungose, Pascal Nadal, Blanche Ntombizodwa Ndlovu, Chris Ndlovu, Nellie Ngcongo-James, Dee (Deirdre) Pratt, Mukhtar Raban, Nolundi Radana, Makhosazana Edith Shoba, Mahlapahlapana Themane, Molaodi Tshelane, and Denise Zinn"--Provided by publisher.
Erfasst von	Library of Congress, Washington, DC
Update	2021/2/05