Beyond counting the numbers: Shifting higher education transformation into curriculum spaces
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 c...
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| Format: | Article |
| Language: | English |
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AOSIS
2016-10-01
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| Series: | Transformation in Higher Education |
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| Online Access: | http://thejournal.org.za/index.php/thejournal/article/view/6 |
| Summary: | 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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| ISSN: | 2415-0991 |