Transformative curricula, pedagogies and epistemologies : teaching and learning in diverse higher education contexts / edited by Michael Cross [and three others].

Format:

Book

Contributor:

Cross, Michael, 1952-2021, editor.

Series:

African higher education: developments and perspectives ; Volume 11.

African higher education: developments and perspectives ; Volume 11

Language:

English

Subjects (All):

Transformative learning--Africa.

Physical Description:

1 online resource.

Place of Publication:

Leiden ; Boston : Brill, [2005]

Summary:

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.

Contents:

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.

Notes:

Includes bibliographical references and index.

Description based on print version record.

ISBN:

9789004468443

9004468447

Publisher Number:

10.1163/9789004468443 DOI