Author : W. Pinar
Publisher : Springer
Page : 264 pages
File Size : 28,63 MB
Release : 2010-02-15
Category : Education
ISBN : 0230105505
While much has been written about South African education, now, for the first time, gathered in one collection are glimpses of South African curriculum studies described by six distinctive points of view.
Author : Jonathan D. Jansen
Publisher : Juta and Company Ltd
Page : 308 pages
File Size : 39,77 MB
Release : 1999
Category : Education
ISBN : 9780702150630
The introduction of Outcomes-based Education (OBE) is the most controversial reform in the history of South African education. This volume is a critical analysis of OBE, its potential to succeed and its inherent implications for the education system.
Author : Linda Chisholm
Publisher :
Page : 448 pages
File Size : 44,76 MB
Release : 2004-01-01
Category : Education
ISBN : 9781842775905
An evaluation of South Africa's post-apartheid education system.
Author : Oscar Koopman
Publisher : Springer Nature
Page : 214 pages
File Size : 34,38 MB
Release : 2023-05-23
Category : Education
ISBN : 3031312376
This book offers an important contribution to the field of curriculum studies and higher education by examining the impacts of colonialism and neoliberalism in the South African education system and addressing ways to decolonise curriculum and teaching. Drawing on Pinar's work in curricular theory, the authors call for integrating self-reflective curriculum development into the national curriculum process to promote indigenous education and knowledge.
Author : Oscar Koopman
Publisher : Springer
Page : 198 pages
File Size : 43,49 MB
Release : 2016-11-01
Category : Education
ISBN : 331940766X
This book explores the impact of the socio-historical, political, and economic environment in South Africa, both during and after Apartheid. During this time, the South African education system demonstrated an interest in a specific type of knowledge, which Koopman refers to as ‘a science of government’. This ‘science of government’ leaves the learners with a blurred understanding of science that is disconnected from external nature and human nature, and is presented as a series of abstract concepts and definitions. The book also investigates the dialectical tensions between the science curriculum and the role of the teacher as an active implementer of the curriculum. The book draws on the work of various phenomenological scholars, namely Edmund Husserl, Martin Heidegger, Merleau-Ponty, and Max van Manen to discuss these tensions.
Author : Schleswig-Holstein Ministerium für Wissenschaft, Wirtschaft und Verkehr
Publisher :
Page : pages
File Size : 50,3 MB
Release : 2009
Category :
ISBN :
Author : William F. Pinar
Publisher : Routledge
Page : 448 pages
File Size : 18,10 MB
Release : 2012-03-22
Category : Education
ISBN : 1136860703
This primer for teachers (prospective and practicing) asks readers to question the historical present and their relation to it, and in so doing, to construct their own understandings of what it means to teach, to study, to become "educated" in the present moment. Curriculum theory is the scholarly effort – inspired by theory in the humanities, arts and interpretive social sciences – to understand the curriculum, defined here as "complicated conversation." Rather than the formulation of objectives to be evaluated by (especially standardized) tests, curriculum is communication informed by academic knowledge, and it is characterized by educational experience. Pinar recasts school reform as school deform in which educational institutions devolve into cram schools preparing for standardized exams, and traces the history of this catastrophe starting in 1950s. Changes in the Second Edition: Introduces Pinar’s formulation of allegories-of-the-present — a concept in which subjectivity, history, and society become articulated through the teacher’s participation in the complicated conversation that is the curriculum; features a new chapter on Weimar Germany (as an allegory of the present); includes new chapters on the future, and on the promises and risks of technology.
Author : Eli Bitzer
Publisher : AFRICAN SUN MeDIA
Page : 402 pages
File Size : 45,64 MB
Release : 2011-11-01
Category : Education
ISBN : 1920338640
"At once evocative and suggestive, this exemplary book gives me hope that educators and scholars across the world will seize the opportunity to self-reflect and enlarge and enrich both their research and their practice in ways that will markedly contribute to the revitalisation of the higher learning in the twenty-first century. The urgency of the need for revitalisation of both research and practice in this domain of inquiry cannot be overstated." Prof Clifton Conrad ? University of Wisconsin-Madison, USA
Author : Marianne Coleman
Publisher : Commonwealth Secretariat
Page : 228 pages
File Size : 40,95 MB
Release : 2003
Category : Education
ISBN : 9780850927276
The introduction of Curriculum 2005 and Outcomes Based Education mark both a sea change in the way in which education is offered in schools, and a challenge to all involved. This book considers the main issues in curriculum management as education switches to a more devolved framework.
Author : Chrissie Bowie
Publisher : African Books Collective
Page : 182 pages
File Size : 18,87 MB
Release : 2021-08-23
Category : Education
ISBN : 1928502229
Drawing on the South African case, this book looks at shifts in higher education around the world in the last two decades. In South Africa, calls for transformation have been heard in the university since the last days of apartheid. Similar claims for quality higher education to be made available to all have been made across the African continent. In spite of this, inequalities remain and many would argue that these have been exacerbated during the Covid pandemic. Understanding Higher Education responds to these calls by arguing for a social account of teaching and learning by contesting dominant understandings of students as decontextualised learners premised on the idea that the university is a meritocracy. This book tackles the issue of teaching and learning by looking both within and beyond the classroom. It looks at how higher education policies emerged from the notion of the knowledge economy in the newly democratic South Africa, and how national qualification frameworks and other processes brought the country more closely into conversation with the global order. The effects of this on staffing and curriculum structures are considered alongside a proposition for alternative ways of understanding the role of higher education in society.
