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  • © 2016

Disrupting Higher Education Curriculum

Undoing Cognitive Damage

Editors:

  1. Michael Anthony Samuel

    1. University of KwaZulu-Natal, South Africa

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    You can also search for this editor in PubMed   Google Scholar

  2. Rubby Dhunpath

    1. University of KwaZulu-Natal, South Africa

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    You can also search for this editor in PubMed   Google Scholar

  3. Nyna Amin

    1. University of KwaZulu-Natal, South Africa

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    You can also search for this editor in PubMed   Google Scholar

  • The book presents an expanded theoretical purview of curriculum and draws from philosophy, inter-disciplinary practices and research-led reflections on teaching, learning, managing and designing higher education curricula.
  • It highlights innovation at national systemic levels, in diverse institutional contexts, and spans multiple disciplines and faculties.
  • Authors argue that a new spatiality is potentially achievable through creating disruptive pedagogical spaces and a borderless curriculum.

Part of the book series: Constructing Knowledge: Curriculum Studies in Action (CKCS)

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Table of contents (17 chapters)

  1. Front Matter

    Pages i-xvii
    PDF

  2. Philosophical Musings

    1. Front Matter

      Pages 1-1
      PDF

    2. Undoing Cognitive Damage

      • Nyna Amin, Michael Anthony Samuel, Rubby Dhunpath
      Pages 3-16

    4. ‘Sensing’ the Curriculum

      • Chatradari Devroop
      Pages 31-45

    7. The Illusion of Solid and Separate Things

      • Kriben Pillay
      Pages 81-92

    8. De-Pathologising Higher Education Curriculum

      • Mershen Pillay
      Pages 93-107

  3. Curriculum Shifts

    1. Front Matter

      Pages 131-131
      PDF

    2. What Knowledge is of Most Worth?

      • William Pinar
      Pages 133-151

    4. Reading Spatiality in Higher Education Curriculum

      • Michael Anthony Samuel
      Pages 175-197

    8. Disrupting Language Hegemony

      • Langa Khumalo
      Pages 247-263

    9. From Traditional Pedagogy to Digital Pedagogy

      • Craig Blewett
      Pages 265-287

  4. (Mis)directions?

    1. Front Matter

      Pages 289-289
      PDF
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About this book

Discomfort with the inappropriateness of university curricula has met with increasing calls for disruptive actions to revitalise higher education. This book, conceived to envision an alternative emancipatory curriculum, explores the historical, ideological, philosophical and theoretical domains of higher education curricula. The authors acknowledge that universities have been and continue to be complicit in perpetuating cognitive damage through symbolic violence associated with indifference to the pernicious effects of race categorisation, gender inequalities, poverty, rising unemployment and cultural hegemony, as they continue to frame curricula, cultures and practices. The book contemplates the project of undoing cognitive damage, offering glimpses to redesign curriculum in the 21st century. The contributors, international scholars, emergent and expert researchers, include different nationalities, orientations and positionalities, constituting an interdisciplinary ensemble which collectively provides a rich commentary on higher education curriculum as we know it and where we think it could be in the future. The edited volume is a catalytic tool for disrupting canonised rituals of practice in higher education. “It has been a while since a scholarly book, so authoritative in its claims and innovative in its concepts, threatens to shake up the curriculum field at its foundations. Rich in metaphor and meaning, the superbly written chapters challenge a field that once more became moribund as we settled (sic) far too comfortably into accepting handed-down frames and fictions about knowledge, authority, power and agency that imprint ‘cognitive damage’ on those forced to the margins of schools and universities. Disrupting Higher Education Curriculum demonstrates, however, that it is in fact from those margins of the education enterprise that academics, teachers and learners can see more clearly how patterns of thought and action hold us back from placing andexperiencing our African humanity at the centre of the curriculum.” – Jonathan Jansen, Rector and Vice Chancellor of the University of the Free State, South Africa
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Keywords

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Editors and Affiliations

  • University of KwaZulu-Natal, South Africa

    Michael Anthony Samuel, Rubby Dhunpath, Nyna Amin

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Bibliographic Information

  • Book Title: Disrupting Higher Education Curriculum

  • Book Subtitle: Undoing Cognitive Damage

  • Editors: Michael Anthony Samuel, Rubby Dhunpath, Nyna Amin

  • Series Title: Constructing Knowledge: Curriculum Studies in Action

  • DOI: https://doi.org/10.1007/978-94-6300-896-9

  • Publisher: SensePublishers Rotterdam

  • eBook Packages: Education, Education (R0)

  • Copyright Information: SensePublishers-Rotterdam, The Netherlands 2016

  • eBook ISBN: 978-94-6300-896-9Published: 10 May 2017

  • Series ISSN: 2213-722X

  • Series E-ISSN: 2213-7238

  • Edition Number: 1

  • Number of Pages: CCCX, 18

  • Topics: Education, general

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eBook USD 39.99
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  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

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