Transformative curricula, pedagogies and epistemologies : : teaching and learning in diverse higher education contexts / / edited by Michael Cross [and three others].

• Superior document: African higher education: developments and perspectives ; Volume 11
• TeilnehmendeR: Cross, Michael, 1952-
• Place / Publishing House: Leiden ;, Boston : : Brill,, [2005]; ©2005
• Year of Publication: 2005
• Language: English
• Series: African higher education: developments and perspectives ; Volume 11.
• Physical Description: 1 online resource.

This book presents useful insights on the regeneration of curricula and pedagogies with a particular focus on universities in South Africa and Africa in general. Transformative Curricula, Pedagogies and Epistemologies: Teaching and Learning in Diverse Higher Education Contexts further explores the state of teaching and learning in different contexts, together with the emerging challenges and responsibilities that African higher education in the twenty-first century is faced with. The analysis is put in light of the assumptions borrowed from the West, for Western epistemologies and pedagogies are still dominant. Instead, the book presents a case on the need for rethinking pedagogies and epistemologies within African higher education that include African culture, values, ethics, and indigenous knowledge. The new obligations of inclusive education, decolonisation, transformation, and academic and professional experiences are of paramount importance for contemporary higher education. Valuable ideas about practices and policies in epistemological and pedagogical transformative mechanisms are discussed which can be used to inform a decolonised teaching and learning curriculum most suitable for an African higher education system. Above all, the book goes beyond mere narratives, as it explores decolonisation strategies suitable for transforming pedagogical and epistemological practices that include the education system as a whole.

Table of Contents

Acknowledgements -- List of Figures and Tables -- Notes on Contributors -- 1 Agency within the Context of Pedagogies, Epistemologies and the Transformative Curricula -- Loïse Jeannin, Caroline Long and Phefumula Nyoni -- 2 Indigenous Culinary Knowledge, Culinary Curriculum and Students' Perceptions of Indigenous Culinary Knowledge -- Mohlakoane Ledile and Hewson Daryl -- 3 Eloquence in African and Inherited French Teaching Traditions: Convergence and the Need for Transformative Pedagogy Inadvertent -- N'Dri Thérèse Assié-Lumumba -- 4 Rwanda's Language-in-Education Policy Shift from French-Dominant to English-Only Medium: 2009-2017 Prospects and Implementation Success in Higher Education -- Epimaque Niyibizi and Juliet Perumal -- 5 Collaborative Learning among Diverse Online Students at an Open Distance Learning Institution in South Africa: Pedagogical Considerations for Online Learning Development -- Anneke Venter -- 6 Exploring Culturally Responsive Teaching amongst Pre-Service Teachers -- Boitumelo Khunou -- 7 Coursework Assignments: Higher Expectations for Deeper Engagement -- Caroline Long and Gift Cheva -- 8 Culturally Responsive Differentiated Instruction: What Lessons for Economics Lecturers in South Africa? -- Loise Jeannin and Emmanuel Ojo -- 9 Corporeity in PhD Thesis Writing: Rituals and 'Writing Gestures' -- Elsa Chachkine and Anne Jorro -- 10 Supervising Doctoral Students in South African Higher Education: Pedagogy, Context and Agency -- Michael Cross -- 11 'Assessment for Learning' Over 'Assessment of Learning': A Quest for Mastery Rather Than Performance Orientation in Postgraduate Research Degrees -- Dennis Zami Atibuni -- 12 Higher Education Opportunities for Students with Disabilities: Patched onto the System to Access Professional Education -- Sibonokuhle Ndlovu -- 13 Myths Surrounding the Extended Curriculum in South Africa's Higher Education Sector -- Phefumula Nyoni and Olaide Agbaje -- 14 In Retrospect: Context, Diversity and Human Agency Matter -- Michael Cross and Sibonokuhle Ndlovu -- Index.