Includes bibliographical references and index.

Preliminary Material / Samuel, Michael Anthony , Dhunpath Rubby and Amin Nyna -- Undoing Cognitive Damage / Nyna Amin , Michael Anthony Samuel and Rubby Dhunpath -- Humanities, Democracy and the Politics of Knowledge in Higher Education / Gayatri Chakravorty Spivak -- Sensing’ the Curriculum / Chatradari Devroop -- Re-humanising the Curriculum in a Non-aesthetic Embodied Society / Dennis Schauffer -- Visual Cognition and the Struggle for the Soul of Architecture / Franco Frescura -- The Illusion of Solid and Separate Things / Kriben Pillay -- De-pathologising Higher Education Curriculum / Mershen Pillay -- Education, Communication and a Posthuman Future / Bert Olivier -- What Knowledge is of Most Worth? / William Pinar -- Mediating Power through a Pedagogy of Dialogue and Listening in Community Engagement / Julia Preece -- Reading Spatiality in Higher Education Curriculum / Michael Anthony Samuel -- Is a PhD Dangerous for Professional Development? / Hyleen Mariaye -- Queering Curriculum Studies in South Africa / Thabo Msibi -- Undoing ‘Protective Scientism’ in a Gender, Religion and Health Masters Curriculum / Sarojini Nadar and Sarasvathie Reddy -- Disrupting Language Hegemony / Langa Khumalo -- From Traditional Pedagogy to Digital Pedagogy / Craig Blewett -- Curriculum without Borders? / Nyna Amin -- List of Contributors / Samuel, Michael Anthony , Dhunpath Rubby and Amin Nyna.

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“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