Beyond counting the numbers: Shifting higher education transformation into curriculum spaces
Transformation in Higher Education
| Field | Value | |
| Title | Beyond counting the numbers: Shifting higher education transformation into curriculum spaces | |
| Creator | Ramrathan, Labby | |
| Description | Since the dawn of democracy in South Africa, the path of higher education transformation has been guided by the ‘White Paper 3: A Programme for Higher Education Transformation’. This path has largely been conceptualised within a framework of equity through redress and social justice that sought to change the face of higher education through demographic changes. Hence higher education transformation largely took on a number-counting process. The curriculum changes that have taken place thus far have largely been of an instrumental and responsive modality. In this paper I argue that deep curriculum transformation in higher education will be possible if we shift our gaze from predominantly a number-counting exercise to curriculum intellectualism. The next wave of higher education curriculum transformation would be a fundamental rethink based on emerging curriculum theories. | |
| Publisher | AOSIS Publishing | |
| Date | 2016-10-25 | |
| Identifier | 10.4102/the.v1i1.6 | |
| Source | Transformation in Higher Education; Vol 1, No 1 (2016); 8 pages 2519-5638 2415-0991 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://thejournal.org.za/index.php/thejournal/article/view/6/28
https://thejournal.org.za/index.php/thejournal/article/view/6/27
https://thejournal.org.za/index.php/thejournal/article/view/6/29
https://thejournal.org.za/index.php/thejournal/article/view/6/20
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