Theorising Open Curriculum Charges as Pathway to Responsiveness in South African Higher Education

Kehdinga George Fomunyam; Simon Bheki Khoza

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Chapter 3 Theorising Open Curriculum Charges as Pathway to Responsiveness in South African Higher Education

In: Curriculum Theory, Curriculum Theorising, and the Theoriser

Authors:

Kehdinga George Fomunyam

Kehdinga George Fomunyam
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Simon Bheki Khoza

Simon Bheki Khoza
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Type:: Chapter

Pages:: 53–69

DOI:: https://doi.org/10.1163/9789004447943_004

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Abstract

Curriculum discourse in South African higher education has always involved debates around responsiveness and how best to make the curriculum respond to local needs. This was amongst the reasons for the call to decolonise the curriculum. With encounters in education being a function of the curriculum at play, it follows that the curriculum shapes the educational experience, and how prepared students are for the job market, be it to create employment or to seek such. With the rate of unemployment in South Africa increasing, the nation needs graduates who are job creators, not jobseekers. The open curriculum offers an excellent pathway for educational encounters which are not only responsive, but uniquely career-oriented. This chapter adopts Aoki’s conceptualisation of the curriculum as lived experience, making three fundamental arguments. First, the chapter argues that there is a need for the deconstruction of academic curriculum standardisation. Second, the chapter argues for an itinerant curriculum; and lastly, the chapter argues for curriculum encounters propelled by responsive curriculum matters in the South African higher education. The chapter concludes that career pathways have been hindered by poor curriculum choices. Such has been engendered by curriculum standardisation and hegemonic curriculum practices adopting a one-size-fits-all approach. For a higher-education curriculum to be responsive, students, as co-constructors or creators of knowledge, need to be part of the process, driving the change they want to see in their future.

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Curriculum Theory, Curriculum Theorising, and the Theoriser

The African Theorising Perspective

E-Book ISBN:: 9789004447943

Publisher:: Brill

Print Publication Date:: 14 Dec 2020

Subjects
- Education

Front Matter

List of Figures and Tables

Notes on Contributors

Introduction Theorising Curriculum Approaches and Praxis

Part 1 Curriculum Theory (Theorisation of Curriculum)

Chapter 1 Uzifozonke

Chapter 2 Rethinking Curriculum Theory That Can Deliver a Decolonised African Curriculum

Chapter 3 Theorising Open Curriculum Charges as Pathway to Responsiveness in South African Higher Education

Part 2 Indigenous Knowledge and Curriculum (History of Curriculum)

Chapter 4 Curricular Innovations in a Small Island State

Chapter 5 Moving toward Indigenisation of Knowledge

Chapter 6 Can IK and Western Science Be Complementary in an IK-SCIE Agricultural Curriculum? Theorising for an Appropriate Agricultural Curriculum

Chapter 7 Curriculum Theorising in Africa as Social-Justice Project

Chapter 8 Curriculum Ecologies

Chapter 9 Brave New World

Chapter 10 Theorising Curriculum and Assessment Policy Statement

Chapter 11 Can Alignment of Digital Resources with Needs Produce a New Curriculum Theory for Teaching?

Chapter 12 Theorising Teachers’ Experiences of Teaching Reading in the African Context

Chapter 13 The African Theoriser

Chapter 14 Sustainable Professional Curriculum Practice for School Leadership Capacity Building

Chapter 15 Theory of Enactment Strategies as a Way forward in Enacting a French Integrated Curriculum in Lesotho

Chapter 16 Alternative Ways of Implementing the Curriculum

Chapter 17 Curriculum Differentiation for Diverse Learners

Chapter 18 The Tri-Star Curriculum Theory

Conclusion Theorising Responsiveness and Potentialities in Curriculum Studies

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Chapter 3 Theorising Open Curriculum Charges as Pathway to Responsiveness in South African Higher Education

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Curriculum Theory, Curriculum Theorising, and the Theoriser

The African Theorising Perspective

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