Abstract
Focusing on the Council on Higher Education (CHE) A proposal for undergraduate curriculum reform in South Africa: The case for flexible curriculum structure (henceforth the Proposal) and referencing both the University of KwaZulu-Natal (UKZN) Response (henceforth the Report) (a formal submission to the CHE proposal), and Curriculum Studies in South Africa (henceforth the Project) (a project focused on the history and present state of curriculum research and development in South Africa),1 I consider (briefly) the question of undergraduate curriculum reform, asking about its relation to national history, culture, and globalisation.
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Pinar, W. (2016). What Knowledge is of Most Worth?. In: Samuel, M.A., Dhunpath, R., Amin, N. (eds) Disrupting Higher Education Curriculum. Constructing Knowledge: Curriculum Studies in Action. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-896-9_9
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DOI: https://doi.org/10.1007/978-94-6300-896-9_9
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