Download A Tale of Three Countries: Social Sciences Curriculum by Piet Naude, Nico Cloete PDF

By Piet Naude, Nico Cloete

ISBN-10: 0702165069

ISBN-13: 9780702165061

Larger schooling in Southern Africa has confronted extraordinary swap over the last few years in Namibia and Mozambique post-colonial structures have needed to be formed opposed to the backdrop of dramatic political and socio-economic advancements, whereas in South Africa a post-apartheid procedure, which goals to redress pas inequalities and reply to the wishes of a democratic society, is rising. A story of 3 nations - a collaborative attempt through colleagues from Namibia, Mozambique and South Africa - argues that the center of upper schooling transformation lies within the curriculum. The textual content strikes from in-depth discussions of the theoretical concerns at stake, to case stories and real curriculum transformation efforts within the Social Sciences. It presents an perception into how worldwide questions in greater schooling similar to epistemic values, the relation among collage and society, modes of information construction, educational governance buildings, and everyday measure results are contextualised in South Africa. a person attracted to the short relocating debate on universities will locate this assortment a invaluable discussion companion.

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Extra info for A Tale of Three Countries: Social Sciences Curriculum Transformations in Southern Africa

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This also means that agency is a significant consideration. With the ‘ivory tower’ severely discredited, the idea of a self-directed academia has become passé. For a variety of reasons, academics have lost social status and are less likely to be entrusted 29 Section 1 • Social Sciences 25/7/03 9:04 am Page 30 A Tale of Three Countries: Social Sciences Curriculum Transformations in Southern Africa with the exclusive determination of the nature and content of higher education. Instead, there are growing local and international calls for social determination of the academic agenda.

While engagement with many perspectives is promoted, the emphasis is on engaging with the community of practitioners (Lave & Wenger, 1990) and users of knowledge in order to acquire knowledge and insight into the context within which knowledge is being applied or used. It is believed that there is much more to learn about a particular profession, occupation, or activity than what is contained in the overt or core curriculum. There is much to learn about what happens at the 24 Section 1 • Social Sciences 25/7/03 9:04 am Page 25 Social Engagement and the Creation of Knowledge interface between the application of knowledge and the contextual response to it that is often either not observed or regarded as peripheral (or irrelevant) from an education and training point of view.

Dewey’s basic formula of ‘experience plus reflection equals learning’ served as the basis for much of the thinking that led to service learning and the notion of experiential learning. The theory of experiential learning gained prominence with the work of people like Mezirow (1980), Freire (1988), Kolb (1984) and others who in the early 1980s stressed that the heart of learning lies in the way we process experience, and in particular, on our critical reflection on experience. They depicted a cycle that begins with experience, continues with reflection and later leads to action, which itself becomes a concrete experience for further reflection.

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