Translating theoretical perspectives into constructive debate: Reconceptualising the curriculum in the South African context

Clarence-Fincham, Jenny; Naidoo, Kibashini

doi:10.20853/28-3-370

Cited by 3 publications

(1 citation statement)

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“…For example, we have chosen to include Bernstein's theory of what counts as valid knowledge despite this theory not being designed with higher education curricula in mind. Bernstein's ideas are rooted in an important sociological critique of power and inequality in schools curriculum (an important concern for cocreated curricula), and have had important but limited application within higher education practice (see for example, Abbas et al 2016;Clarence-Fincham and Naidoo 2014). Conversely, Bigg's model of constructive alignment is perhaps simpler and less theoretically based, and has been widely adopted in higher education as a practical curriculum design tool, easily understood and implemented by academics who are not sociologists or educational theory specialists.…”

Section: Co-creation Of the Curriculum And In The Curriculummentioning

confidence: 99%

How conceptualisations of curriculum in higher education influence student-staff co-creation in and of the curriculum

2018

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There is a wide range of activity taking place under the banner of 'co-created curriculum' within higher education. Some of this variety is due to the different ways people think about 'co-creation', but significant variation is also due to the ways in which higher education curriculum is conceptualised, and how these conceptualisations position the student in relation to the curriculum. In addition, little attention is paid to the differences between co-creation of the curriculum and co-creation in the curriculum. This paper addresses this gap by examining four theoretical frameworks used to inform higher education curriculum design. We examine how each framework considers the position of the learner and how this might influence the kinds of curricular co-creation likely to be enacted. We conclude by calling for more discussion of curriculum and curriculum theories in higher education-and for these discussions to include students. We argue that more clarity is needed from scholars and practitioners as to how they are defining curriculum, and whether they are focused on co-creation of the curriculum or co-creation in the curriculum. Finally, we suggest that paying greater attention to curriculum theories and their assumptions about the learner, offers enhanced understanding of curricular intentions and the extent to which collaboration is possible within any particular context.

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Section: Co-creation Of the Curriculum And In The Curriculummentioning

confidence: 99%

How conceptualisations of curriculum in higher education influence student-staff co-creation in and of the curriculum

2018

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Continuing Professional Development in the Service of the Nation: The Case of Nigeria

Oduaran

2015

Journal of Social Sciences

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Against theoretical evangelism: Imagining the possibilities of a critical approach to theorising in professional academic development

Naidoo

2016

SAJHE

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This article contributes to dialogue on theorising in higher education, with particular reference to professional academic development. It provides a critique of the evangelical adherence to dominant theories and argues that their uncritical use cannot contribute to addressing social injustices in higher education. It also argues for theorisation in professional academic development that is more sensitive to context. Drawing on insights from C. Wright Mills (2000), the article suggests that, by viewing theorisation through the lens of a sociological imagination, it is possible to engage critically with dominant discourses and come up with creative solutions that are aligned with a viewpoint that promotes social justice in professional academic development, as well as addressing social inequities and injustices in higher education.

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Translating theoretical perspectives into constructive debate: Reconceptualising the curriculum in the South African context

Cited by 3 publications

References 0 publications

How conceptualisations of curriculum in higher education influence student-staff co-creation in and of the curriculum

How conceptualisations of curriculum in higher education influence student-staff co-creation in and of the curriculum

Continuing Professional Development in the Service of the Nation: The Case of Nigeria

Against theoretical evangelism: Imagining the possibilities of a critical approach to theorising in professional academic development

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