Literaturnachweis - Detailanzeige
Autor/inn/en | Naidoo, Kibashini; Trahar, Sheila; Lucas, Lisa; Muhuro, Patricia; Wisker, Gina |
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Titel | 'You Have to Change, the Curriculum Stays the Same': Decoloniality and Curricular Justice in South African Higher Education |
Quelle | In: Compare: A Journal of Comparative and International Education, 50 (2020) 7, S.961-977 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Trahar, Sheila) ORCID (Lucas, Lisa) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-7925 |
DOI | 10.1080/03057925.2020.1765740 |
Schlagwörter | Educational Change; Curriculum Development; Student Attitudes; Higher Education; Culturally Relevant Education; Justice; Epistemology; Foreign Countries; Educational Experience; Rural Areas; Disadvantaged; Indigenous Knowledge; College Students; Academic Achievement; Foreign Policy; African Languages; Native Language; Second Language Learning; English (Second Language); Western Civilization; African Culture; South Africa Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schülerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Gerechtigkeit; Erkenntnistheorie; Ausland; Bildungserfahrung; Rural area; Ländlicher Raum; Collegestudent; Schulleistung; Außenpolitik; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Culture; Kultur; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik |
Abstract | This article reports on a study that focuses on students from rural areas of South Africa and their experiences of higher education. These students have attracted little attention in widening participation research in South Africa, despite being one of the most marginalised groups. The article, drawing on the experiences of student co-researchers and using the concepts of decoloniality and curricular justice as a theoretical framework, argues for greater acknowledgement of epistemic reciprocity in curriculum development as a way to ensure more socially just curricula. Findings illustrate the importance that students attribute to being able to relate to curricula that reflect their experiences, curricula that they rarely experience in higher education. Students report feelings of marginalisation, lack of recognition of the importance of knowledge and skills developed in their communities and their relevance to higher education together with the challenges they face accessing and engaging with the curriculum. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |