| Autor: |
Koopman, Oscar, Koopman, Karen Joy |
| Předmět: |
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| Zdroj: |
Alternation; 2022 Special Issue, p301-328, 28p |
| Abstrakt: |
This empirical study investigates the following research question: What are the challenges facing selected Life science lecturers in decolonising their curriculum? Methodologically, the study adopted a phenomenological approach in which a total of three Life sciences lecturers were purposively selected to participate in the study. One-on-one semi-structured virtual interviews and field notes were the only sources of data construction to elicit descriptions of the teachers' experiences when they teach. Theoretically, the study integrated Bhabha's model of the 3rd space with the political and economic forces controlling formal education that creates boundaries and limitations for lecturers to teach freely. This integrated framework was developed to glean insight into the lecturers' pedagogical practices. The findings show that although all three lecturers adopted culturally responsive pedagogies situated in Bhabha's 3rd space, which they believe were effective in decolonising their content, they continue to rely heavily on Western knowledge to validate the cultural phenomena. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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