Disrupting Higher Education Curriculum

Undoing Cognitive Damage

  • Michael Anthony Samuel
  • Rubby Dhunpath
  • Nyna Amin

Table of contents

  1. Front Matter
    Pages i-xvii
  2. Philosophical Musings

    1. Front Matter
      Pages 1-1
    2. Nyna Amin, Michael Anthony Samuel, Rubby Dhunpath
      Pages 3-16
    3. Chatradari Devroop
      Pages 31-45
    4. Kriben Pillay
      Pages 81-92
  3. Curriculum Shifts

    1. Front Matter
      Pages 131-131
    2. William Pinar
      Pages 133-151
    3. Michael Anthony Samuel
      Pages 175-197
    4. Langa Khumalo
      Pages 247-263
    5. Craig Blewett
      Pages 265-287
  4. (Mis)directions?

    1. Front Matter
      Pages 289-289

About this book

Introduction

Discomfort with the inappropriateness of university curricula has met with increasing calls for disruptive actions to revitalise higher education. This book, conceived to envision an alternative emancipatory curriculum, explores the historical, ideological, philosophical and theoretical domains of higher education curricula. The authors acknowledge that universities have been and continue to be complicit in perpetuating cognitive damage through symbolic violence associated with indifference to the pernicious effects of race categorisation, gender inequalities, poverty, rising unemployment and cultural hegemony, as they continue to frame curricula, cultures and practices. The book contemplates the project of undoing cognitive damage, offering glimpses to redesign curriculum in the 21st century. The contributors, international scholars, emergent and expert researchers, include different nationalities, orientations and positionalities, constituting an interdisciplinary ensemble which collectively provides a rich commentary on higher education curriculum as we know it and where we think it could be in the future. The edited volume is a catalytic tool for disrupting canonised rituals of practice in higher education. “It has been a while since a scholarly book, so authoritative in its claims and innovative in its concepts, threatens to shake up the curriculum field at its foundations. Rich in metaphor and meaning, the superbly written chapters challenge a field that once more became moribund as we settled (sic) far too comfortably into accepting handed-down frames and fictions about knowledge, authority, power and agency that imprint ‘cognitive damage’ on those forced to the margins of schools and universities. Disrupting Higher Education Curriculum demonstrates, however, that it is in fact from those margins of the education enterprise that academics, teachers and learners can see more clearly how patterns of thought and action hold us back from placing and experiencing our African humanity at the centre of the curriculum.” – Jonathan Jansen, Rector and Vice Chancellor of the University of the Free State, South Africa

Keywords

curriculum transformation symbolic violence worthwhile knowledges pedagogy of listening depathologising curriculum

Editors and affiliations

  • Michael Anthony Samuel
    • 1
  • Rubby Dhunpath
    • 2
  • Nyna Amin
    • 3
  1. 1.University of KwaZulu-NatalSouth Africa
  2. 2.University of KwaZulu-NatalSouth Africa
  3. 3.University of KwaZulu-NatalSouth Africa

Bibliographic information

  • DOI https://doi.org/10.1007/978-94-6300-896-9
  • Copyright Information SensePublishers-Rotterdam, The Netherlands 2016
  • Publisher Name SensePublishers, Rotterdam
  • eBook Packages Education
  • Online ISBN 978-94-6300-896-9
  • Series Print ISSN 2213-722X
  • Series Online ISSN 2213-7238
  • About this book