Theorising Curriculum in Unsettling Times in African Higher Education
Curriculum studies is at the core of the educational endeavour and informs what happens in every educational institution. As a result of the criticality or primacy of the curriculum, every educational practitioner appears to claim expertise in curriculum matters and what direction the field of curriculum studies should take. These struggles in the field of curriculum studies are made more complex by the unstable times the world as a whole is and higher education in particular is currently facing. The world in general and higher education in particular is currently dealing with and striving to readjust to the new normal and abnormalities created by the Covid-19 pandemic, the calls for decolonisation, and the fourth industrial revolution. How are curriculum scholars responding to these crises through curriculum theorising, curriculum theory, curriculum change, curriculum innovation and development amongst others. What are the changes happening in the field of curriculum studies within this period and how are these changes changing the curriculum experience? What curriculum encounters are emerging within these times? What curricular charges are shaping the curriculum conversations and what curriculum matters are currently being prioritised in curriculum conversations? These questions amongst others, are the immediate concerns of this book. This edited volume seeks to chart a new course by providing alternative insight from both empirical and theoretical research. This book takes on all things curriculum as pertains to the current education landscape. To get into the crux of the issues in this book, it is important to situate them with within broader curriculum conversations.
Product details
Chapters
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IntroductionCurriculum theory and theorising in unstable times in African higher education
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1. Quality Education for What, How, Who and Why in the Fourth Industrial Revolution?
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2. Curriculum decision-making in times of uncertaintyA case study of a top-down technicist approach during the COVID-19 pandemic
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3. “Brave New World” Revisited: Drama Education in a Virtual Landscape
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4. Curriculum implementation dilemma imposed by Covid-19 pandemicRe-engineering curriculum through Self Directed Learning Approaches
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5. Implementation or Enactment Principles Underpinning the Digitalised Curriculum
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6. Theorising the Politics of Curriculum Responsiveness in a Cameroonian University
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7. Pre-Service Science Teachers’ Perceptions Towards Developing Isizulu Vocabulary for Teaching and Learning
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8. Decolonising Teacher Education Curriculum in South Africa
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9. Walking the Tightrope of Decolonisation in Education
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10. Decolonising Curriculum Practices
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11. Dancing with Decolonial Curriculum Theorists: Technology as a Shapeshifter in Art and Design Education
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ConclusionCurriculum potential for Theory, Theorising, and Praxis
References
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