000 04263cam a2200469Ii 4500
001 BRILL9789463008969
003 nllekb
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007 cr un uuuua
008 190403s2016 gw sb 001 0 eng d
020 _a9789463008969
_q(electronic book)
020 _z9789463008952
_q(print)
024 7 _a10.1007/978-94-6300-896-9
_2DOI
035 _a(OCoLC)987251024
040 _aNL-LeKB
_cNL-LeKB
_erda
050 4 _aLB2361.5
072 7 _aJN
_2bicssc
072 7 _aEDU
_x000000
_2bisacsh
082 0 4 _a378.199
_223
245 1 0 _aDisrupting Higher Education Curriculum :
_bUndoing Cognitive Damage /
_cMichael Anthony Samuel, Rubby Dhunpath, Nyna Amin.
264 1 _aLeiden,
_aBoston :
_bBrill | Sense,
_c2016.
300 _a1 online resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 0 _aConstructing Knowledge: Curriculum Studies in Action;
_vv. 13
490 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
504 _aIncludes bibliographical references and index.
505 0 0 _tPreliminary Material /
_rSamuel, Michael Anthony , Dhunpath Rubby and Amin Nyna --
_tUndoing Cognitive Damage /
_rNyna Amin , Michael Anthony Samuel and Rubby Dhunpath --
_tHumanities, Democracy and the Politics of Knowledge in Higher Education /
_rGayatri Chakravorty Spivak --
_tSensing’ the Curriculum /
_rChatradari Devroop --
_tRe-humanising the Curriculum in a Non-aesthetic Embodied Society /
_rDennis Schauffer --
_tVisual Cognition and the Struggle for the Soul of Architecture /
_rFranco Frescura --
_tThe Illusion of Solid and Separate Things /
_rKriben Pillay --
_tDe-pathologising Higher Education Curriculum /
_rMershen Pillay --
_tEducation, Communication and a Posthuman Future /
_rBert Olivier --
_tWhat Knowledge is of Most Worth? /
_rWilliam Pinar --
_tMediating Power through a Pedagogy of Dialogue and Listening in Community Engagement /
_rJulia Preece --
_tReading Spatiality in Higher Education Curriculum /
_rMichael Anthony Samuel --
_tIs a PhD Dangerous for Professional Development? /
_rHyleen Mariaye --
_tQueering Curriculum Studies in South Africa /
_rThabo Msibi --
_tUndoing ‘Protective Scientism’ in a Gender, Religion and Health Masters Curriculum /
_rSarojini Nadar and Sarasvathie Reddy --
_tDisrupting Language Hegemony /
_rLanga Khumalo --
_tFrom Traditional Pedagogy to Digital Pedagogy /
_rCraig Blewett --
_tCurriculum without Borders? /
_rNyna Amin --
_tList of Contributors /
_rSamuel, Michael Anthony , Dhunpath Rubby and Amin Nyna.
506 _aAvailable to subscribing member institutions only.
520 _a“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
650 0 _aEducation, Higher
_xCurricula.
650 0 _aEducation, Higher
_xStudy and teaching.
700 1 _aSamuel, Michael Anthony,
_eeditor.
700 1 _aDhunpath, Rubby,
_eeditor.
700 1 _aAmin, Nyna,
_eeditor.
776 0 8 _iPrint version:
_tDisrupting Higher Education Curriculum: Undoing Cognitive Damage
_dLeiden, Boston : Brill | Sense, 2016,
_z9789463008952
830 0 _aConstructing Knowledge: Curriculum Studies in Action
_v13.
830 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1007/978-94-6300-896-9
999 _c39853
_d39853