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Author: W. Pinar
Publisher: Springer
Published: 2010-02-15
Total Pages: 264
ISBN-13: 0230105505
DOWNLOAD EBOOKWhile much has been written about South African education, now, for the first time, gathered in one collection are glimpses of South African curriculum studies described by six distinctive points of view.
Author: Jonathan D. Jansen
Publisher: Juta and Company Ltd
Published: 1999
Total Pages: 308
ISBN-13: 9780702150630
DOWNLOAD EBOOKThe introduction of Outcomes-based Education (OBE) is the most controversial reform in the history of South African education. This volume is a critical analysis of OBE, its potential to succeed and its inherent implications for the education system.
Author: Linda Chisholm
Publisher:
Published: 2004-01-01
Total Pages: 448
ISBN-13: 9781842775905
DOWNLOAD EBOOKAn evaluation of South Africa's post-apartheid education system.
Author: Oscar Koopman
Publisher: Springer Nature
Published: 2023-05-23
Total Pages: 214
ISBN-13: 3031312376
DOWNLOAD EBOOKThis book offers an important contribution to the field of curriculum studies and higher education by examining the impacts of colonialism and neoliberalism in the South African education system and addressing ways to decolonise curriculum and teaching. Drawing on Pinar's work in curricular theory, the authors call for integrating self-reflective curriculum development into the national curriculum process to promote indigenous education and knowledge.
Author: Oscar Koopman
Publisher: Springer
Published: 2016-11-01
Total Pages: 198
ISBN-13: 331940766X
DOWNLOAD EBOOKThis book explores the impact of the socio-historical, political, and economic environment in South Africa, both during and after Apartheid. During this time, the South African education system demonstrated an interest in a specific type of knowledge, which Koopman refers to as ‘a science of government’. This ‘science of government’ leaves the learners with a blurred understanding of science that is disconnected from external nature and human nature, and is presented as a series of abstract concepts and definitions. The book also investigates the dialectical tensions between the science curriculum and the role of the teacher as an active implementer of the curriculum. The book draws on the work of various phenomenological scholars, namely Edmund Husserl, Martin Heidegger, Merleau-Ponty, and Max van Manen to discuss these tensions.
Author: Schleswig-Holstein Ministerium für Wissenschaft, Wirtschaft und Verkehr
Publisher:
Published: 2009
Total Pages:
ISBN-13:
DOWNLOAD EBOOKAuthor: William F. Pinar
Publisher: Routledge
Published: 2012-03-22
Total Pages: 448
ISBN-13: 1136860703
DOWNLOAD EBOOKThis primer for teachers (prospective and practicing) asks readers to question the historical present and their relation to it, and in so doing, to construct their own understandings of what it means to teach, to study, to become "educated" in the present moment. Curriculum theory is the scholarly effort – inspired by theory in the humanities, arts and interpretive social sciences – to understand the curriculum, defined here as "complicated conversation." Rather than the formulation of objectives to be evaluated by (especially standardized) tests, curriculum is communication informed by academic knowledge, and it is characterized by educational experience. Pinar recasts school reform as school deform in which educational institutions devolve into cram schools preparing for standardized exams, and traces the history of this catastrophe starting in 1950s. Changes in the Second Edition: Introduces Pinar’s formulation of allegories-of-the-present — a concept in which subjectivity, history, and society become articulated through the teacher’s participation in the complicated conversation that is the curriculum; features a new chapter on Weimar Germany (as an allegory of the present); includes new chapters on the future, and on the promises and risks of technology.
Author: Eli Bitzer
Publisher: African Sun Media
Published: 2011-11-01
Total Pages: 430
ISBN-13: 1920338675
DOWNLOAD EBOOK"At once evocative and suggestive, this exemplary book gives me hope that educators and scholars across the world will seize the opportunity to self-reflect and enlarge and enrich both their research and their practice in ways that will markedly contribute to the revitalisation of the higher learning in the twenty-first century. The urgency of the need for revitalisation of both research and practice in this domain of inquiry cannot be overstated." - Prof Clifton Conrad, University of Wisconsin-Madison, USA
Author: Eli Bitzer
Publisher: AFRICAN SUN MeDIA
Published: 2011-11-01
Total Pages: 402
ISBN-13: 1920338640
DOWNLOAD EBOOK"At once evocative and suggestive, this exemplary book gives me hope that educators and scholars across the world will seize the opportunity to self-reflect and enlarge and enrich both their research and their practice in ways that will markedly contribute to the revitalisation of the higher learning in the twenty-first century. The urgency of the need for revitalisation of both research and practice in this domain of inquiry cannot be overstated." Prof Clifton Conrad ? University of Wisconsin-Madison, USA
Author: Charl C. Wolhuter
Publisher: AOSIS
Published: 2020-12-31
Total Pages: 410
ISBN-13: 1928523595
DOWNLOAD EBOOKThe thesis of this volume is that the fields of scholarly enquiry of Education — internationally as well as in South Africa in particular — despite being fields of virile scholarly activity and output, are in need of a major overhaul. In this collected work this want in research is encapsulated in three words: relevance, rigour and restructuring. Research in the scholarly field(s) of Education is predominantly of small scale, non-accumulative, widely condemned as not of a comparable standard to research done in other social sciences, much less upon a par with research in the natural sciences, and lacking structure in the sense of being anchored in a firm theory. To make matters worse, scholars in Education internationally and in South Africa have till very recently eschewed discussion as to the packaging or structuring of knowledge produced by Education research. The book consists of chapters containing original research unpacking these desiderata from a variety of angles. The authors had them served by a variety of methods, from deductively argued position papers, to empirical research, the latter both quantitative (survey research) and qualitative.
