Please use this identifier to cite or link to this item:
https://hdl.handle.net/10321/4646
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Fomunyam, Kehdinga George | en_US |
dc.contributor.author | Khoza, Simon Bheki | en_US |
dc.contributor.editor | Fomunyam, Kehdinga | - |
dc.contributor.editor | Simon, Bheki | - |
dc.date.accessioned | 2023-02-15T09:55:46Z | - |
dc.date.available | 2023-02-15T09:55:46Z | - |
dc.date.issued | 2020-12-14 | - |
dc.identifier.citation | Fomunyam, K.G. and Khoza, S.B. 2020. Theorising open curriculum charges as pathway to responsiveness in South African higher education. In: Curriculum theory, curriculum theorising, and the theoriser. Leiden: Brill Sense. pp: 53-69. doi:10.1163/9789004447943_004 | en_US |
dc.identifier.isbn | 9789004447936 | - |
dc.identifier.uri | https://hdl.handle.net/10321/4646 | - |
dc.description.abstract | Curriculum discourse in South African higher education has always involved debates around responsiveness and how best to make the curriculum respond to local needs. This was amongst the reasons for the call to decolonise the curriculum. With encounters in education being a function of the curriculum at play, it follows that the curriculum shapes the educational experience, and how prepared students are for the job market, be it to create employment or to seek such. With the rate of unemployment in South Africa increasing, the nation needs graduates who are job creators, not jobseekers. The open curriculum offers an excellent pathway for educational encounters which are not only responsive, but uniquely career-oriented. This chapter adopts Aoki’s conceptualisation of the curriculum as lived experience, making three fundamental arguments. First, the chapter argues that there is a need for the deconstruction of academic curriculum standardisation. Second, the chapter argues for an itinerant curriculum; and lastly, the chapter argues for curriculum encounters propelled by responsive curriculum matters in the South African higher education. The chapter concludes that career pathways have been hindered by poor curriculum choices. Such has been engendered by curriculum standardisation and hegemonic curriculum practices adopting a one-size-fits-all approach. For a higher-education curriculum to be responsive, students, as co-constructors or creators of knowledge, need to be part of the process, driving the change they want to see in their future. | en_US |
dc.format.extent | 17 p | en_US |
dc.language.iso | en | en_US |
dc.publisher | BRILL | en_US |
dc.subject | Open curriculum | en_US |
dc.subject | Responsiveness | en_US |
dc.subject | Higher education | en_US |
dc.subject | Students | en_US |
dc.subject | Experience | en_US |
dc.title | Theorising open curriculum charges as pathway to responsiveness in South African higher education | en_US |
dc.type | Book chapter | en_US |
dc.date.updated | 2023-02-02T11:39:49Z | - |
dc.publisher.uri | https://brill.com/view/book/9789004447943/BP000011.xml | en_US |
dc.identifier.doi | 10.1163/9789004447943_004 | - |
local.sdg | SDG08 | - |
local.sdg | SDG04 | - |
item.languageiso639-1 | en | - |
item.openairetype | Book chapter | - |
item.cerifentitytype | Publications | - |
item.openairecristype | http://purl.org/coar/resource_type/c_18cf | - |
item.fulltext | With Fulltext | - |
item.grantfulltext | open | - |
Appears in Collections: | Research Publications (Academic Support) |
Files in This Item:
File | Description | Size | Format | |
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9789004447943_Chapter03.pdf | Published version | 739.32 kB | Adobe PDF | View/Open |
Kehdinga_Khoza_2021_Chapter03.pdf | Chapter | 739.32 kB | Adobe PDF | View/Open |
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