Transformative Curricula, Pedagogies and Epistemologies

Teaching and Learning in Diverse Higher Education Contexts
Erscheinungsjahr 2021
ISBN: 978-90-04-46842-9
Verlag: Brill

Buch, Englisch, Band 11, 266 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 489 g

Reihe: African Higher Education: Developments and Perspectives

This book presents useful insights on the regeneration of curricula and pedagogies with a particular focus on universities in South Africa and Africa in general. Transformative Curricula, Pedagogies and Epistemologies: Teaching and Learning in Diverse Higher Education Contexts further explores the state of teaching and learning in different contexts, together with the emerging challenges and responsibilities that African higher education in the twenty first century is faced with. The analysis is put in light of the assumptions borrowed from the West, for Western epistemologies and pedagogies are still dominant. Instead, the book presents a case on the need for rethinking pedagogies and epistemologies within African higher education that include African culture, values, ethics, and indigenous knowledge. The new obligations of inclusive education, decolonisation, transformation, and academic and professional experiences are of paramount importance for contemporary higher education.

Valuable ideas about practices and policies in epistemological and pedagogical transformative mechanisms are discussed which can be used to inform a decolonised teaching and learning curriculum most suitable for an African higher education system. Above all, the book goes beyond mere narratives, as it explores decolonisation strategies suitable for transforming pedagogical and epistemological practices that include the education system as a whole.

Autoren/Hrsg.

Weitere Mitwirkende

Cross, Michael

Long, Caroline

Ndlovu, Sibonokuhle

Nyoni, Phefumula

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen

Inhaltsverzeichnis

Acknowledgements

List of Figures and Tables

Notes on Contributors

1 Agency within the Context of Pedagogies, Epistemologies and the Transformative Curricula

Loïse Jeannin, Caroline Long and Phefumula Nyoni

2 Indigenous Culinary Knowledge, Culinary Curriculum and Students’ Perceptions of Indigenous Culinary Knowledge

Mohlakoane Ledile and Hewson Daryl

3 Eloquence in African and Inherited French Teaching Traditions: Convergence and the Need for Transformative Pedagogy Inadvertent

N’Dri Thérèse Assié-Lumumba

4 Rwanda’s Language-in-Education Policy Shift from French-Dominant to English-Only Medium: 2009–2017 Prospects and Implementation Success in Higher Education

Epimaque Niyibizi and Juliet Perumal

5 Collaborative Learning among Diverse Online Students at an Open Distance Learning Institution in South Africa: Pedagogical Considerations for Online Learning Development

Anneke Venter

6 Exploring Culturally Responsive Teaching amongst Pre-Service Teachers

Boitumelo Khunou

7 Coursework Assignments: Higher Expectations for Deeper Engagement

Caroline Long and Gift Cheva

8 Culturally Responsive Differentiated Instruction: What Lessons for Economics Lecturers in South Africa?

Loise Jeannin and Emmanuel Ojo

9 Corporeity in PhD Thesis Writing: Rituals and ‘Writing Gestures’

Elsa Chachkine and Anne Jorro

10 Supervising Doctoral Students in South African Higher Education: Pedagogy, Context and Agency

Michael Cross

11 ‘Assessment for Learning’ Over ‘Assessment of Learning’: A Quest for Mastery Rather Than Performance Orientation in Postgraduate Research Degrees

Dennis Zami Atibuni

12 Higher Education Opportunities for Students with Disabilities: Patched onto the System to Access Professional Education

Sibonokuhle Ndlovu

13 Myths Surrounding the Extended Curriculum in South Africa’s Higher Education Sector

Phefumula Nyoni and Olaide Agbaje

14 In Retrospect: Context, Diversity and Human Agency Matter

Michael Cross and Sibonokuhle Ndlovu

Index

Über Autor(innen)

Michael Cross is founder and Director of the Ali Mazrui Centre for Higher Education Studies at the University of Johannesburg. He is also a co-founder and co-editor of the book series on African Higher Education. He has published books and scholarly journals.

Caroline Long was appointed professor in the Department of Childhood Education, University of Johannesburg, on the Soweto campus in 2016. Her publications are on mathematics education, assessment and Rasch measurement theory, and professional teacher agency.

Sibonokuhle Ndlovu holds a PhD in inclusive education from the University of Witwatersrand. Her research interests are in disability in higher learning, inclusive education, inclusion in higher learning, transformation in higher learning, teaching and learning of disadvantaged learners in rural contexts, and decoloniality.

Phefumula Nyoni holds a PhD in Anthropology from the University of Witwatersrand. His research interests include education transformation, quality assurance and curriculum design, medical and socio-economic experiences for marginalised groups, human rights, community development, artisanal mining, gender and entrepreneurship.