Beyond Counting the Numbers: Shifting Higher Education Transformation into Curriculum Spaces
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| Title: | Beyond Counting the Numbers: Shifting Higher Education Transformation into Curriculum Spaces |
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| Language: | English |
| Authors: | Ramrathan, Labby (ORCID |
| Source: | Transformation in Higher Education. 2016 1(1). |
| Availability: | AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://thejournal.org.za/index.php/thejournal |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education |
| Descriptors: | Foreign Countries, Higher Education, Educational Change, Curriculum Development, Educational Trends, Trend Analysis, Access to Education, Educational Policy, Educational Development |
| Geographic Terms: | South Africa |
| ISSN: | 2415-0991 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Number of References: | 32 |
| Entry Date: | 2018 |
| Accession Number: | EJ1187113 |
| Database: | ERIC |
| Abstract: | 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. |
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| ISSN: | 2415-0991 |
