Re-imagining Curriculum

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• Publisher: SUN PReSS
• Year: 2019
• eBook ISBN: 9781928480396
• Edition: 0
• Topic: Education

This is the first attempt to bring together diverse scholars, using different lenses, to study South Africa's Border War. As a book, it is critical in approach, provides deeper reflection, and focuses specifically on the SADF experience of the war. The result is a more complex picture of the war's dynamics and its legacies. Although South Africa is a vastly different country today, the study of the Border War opens a range of questions, also relevant to contemporary deployments such as in Lesotho (1998) and the Central African Republic (2013). It includes the debate on participation in foreign conflicts; on the deployment, design and preparation of appropriate, modern armed forces and their use as foreign policy instruments in far'off theatres; on military planning; and, as the historical controversies regarding the battles at Cuito Cuanavale and Bangui illustrate, on the interface between foreign campaigning and domestic politics.

Table of contents

• Contents
• Acknowledgements
• Acronyms and abbreviations
• Foreword
• 1. Why the focus on “curriculum”? Why now?
• 2. Decolonising the curriculum: Recontextualisation, identity and self-critique in a post-apartheid university
• 3. Decolonising university curricula: Reflections on an institutional curriculum review process
• 4. Disrupting single stories through participatory learning and action
• 5. Re‑imagining knowledge in the curriculum: Creating critical spaces for alternative possibilities in curriculum design
• 6. Transforming curriculum development through co-creation with students
• 7. Integrating academic literacies into the curriculum in Occupational Therapy: Currents of disruption and congruence in a collaborative process
• 8. Uncovering the complicit: The disrupting interview as a decolonising practice
• 9. Reconfiguring academic development through feminist new materialist and posthuman philosophies
• 10. Academic developers as disruptors: Reshaping the instructional design process
• 11. “I’ve got a deep, complicated relationship with technology”: Towards an understanding of the interplay of barriers and agency in academics' educational technology practices
• 12. Re‑imagining curriculum development and the role of academic developers in a university of technology in the post‑colonial setting
• 13. Constructing curriculum in a time of transformation: A department's experience in South Africa
• 14. Defending the diploma: Academic developers as curriculum collaborators in technical contexts
• 15. Disrupting academic reading: Unrolling the scroll for academic staff
• 16. Advancing democratic values in higher education through open curriculum co‑creation: Towards an epistemology of uncertainty
• 17. “I just felt like I was trying to swim through molasses”: Curriculum renewal at a research-intensive university
• 18. Academic development insights into decolonising the Engineering curriculum
• 19. Creating spaces for the emergence of new realities in science curriculum thinking
• 20. Cognitive justice and the higher education curriculum
• Index
• Notes on contributors