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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
Language: English
Authors: Ramrathan, Labby (ORCID 0000-0001-9963-0675)
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
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  Data: Beyond Counting the Numbers: Shifting Higher Education Transformation into Curriculum Spaces
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Trends%22">Educational Trends</searchLink><br /><searchLink fieldCode="DE" term="%22Trend+Analysis%22">Trend Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Development%22">Educational Development</searchLink>
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  Data: 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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      – SubjectFull: Higher Education
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      – SubjectFull: Educational Change
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