This 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.

Applies curriculum theory in the context of South African UBUNTU consciousness movement Suggests specific ways in which higher education in South Africa can be decolonized Articulates the impacts of colonization and neoliberal capitalism on South African universities

Autorentext

Oscar Koopman is Senior Lecturer in Curriculum Studies at Stellenbosch University, South Africa. As a phenomenological scholar, his work is part of a larger enterprise of understanding the consciousness of teachers, learners, academics and students as an evolving system of thought in science education.

Karen J. Koopman is Senior Lecturer in the Department of Educational Studies in the Faculty of Education at the University of the Western Cape, South Africa. Her research focus is mainly on phenomenology and its relevance to curriculum studies.

Inhalt

1. Overview and Introduction: Rupturing the Colonising-Colonised Discourse and Its Effect on the (Future) South African University.- 2. The Messiness of the Neoliberal Economic Grip on the Curriculum Landscape.- 3. How the Technological Epoch and COVID-19 Silenced Indigenous Knowledge in the University Curriculum?.- 4. Towards an Agenda for Decolonising Knowledge in the University Curriculum.- 5. Towards a Decolonising Philosophy for Pedagogy: The Ubuntu-Conscious Educator.- 6. Pedagogical Struggles Facing Life Sciences Lecturers in Decolonising Their Content.- 7. Conclusion: Travelling Back Home to the FamiliarTowards Ubuntu Currere as a Lived Body Curriculum.