Why decolonising the South African university curriculum will fail
This paper sets out to explore how academics can become agents of meaningful educational change and social cohesion, by implementing a Pedagogy of Compassion. The education triad comprises the teacher, the learner and the content (curriculum), which unfolds within historical, political, social and e...
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Veröffentlicht in: | Teaching in higher education 2020-10, Vol.25 (7), p.783-796 |
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Format: | Artikel |
Sprache: | eng |
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Zusammenfassung: | This paper sets out to explore how academics can become agents of meaningful educational change and social cohesion, by implementing a Pedagogy of Compassion. The education triad comprises the teacher, the learner and the content (curriculum), which unfolds within historical, political, social and educational contexts. Changing one aspect of this triad - the curriculum- without due consideration to the others, will not effect the desired change. In the context of the university, the demographics of the learner has radically changed and a massive drive to decolonise the curriculum has been initiated, but little if any attention has been given to academics who deliver the curriculum. I argue that the Achilles' heel in the decolonisation of the curriculum project of South African universities is the academic. |
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ISSN: | 1356-2517 1470-1294 |
DOI: | 10.1080/13562517.2019.1592149 |