| Autor: |
Labby Ramrathan |
| Jazyk: |
angličtina |
| Rok vydání: |
2016 |
| Předmět: |
|
| Zdroj: |
Transformation in Higher Education, Vol 1, Iss 1, Pp e1-e8 (2016) |
| Druh dokumentu: |
article |
| ISSN: |
2415-0991 |
| DOI: |
10.4102/the.v1i1.6 |
| Popis: |
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. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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