Discourse on Pedagogy between Academy and the Public: A Proposal for Curriculum Transformation and Renewal in South African Higher Religious and Theological Education
This theoretical paper reviews the current theory about curriculum transformation and renewal in higher education in Africa and, in particular, South Africa. Although the findings are applicable to different universities, the pedagogical approach of North-West University will be the focus. The aim i...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Brill
2021
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| In: |
Religion & theology
Year: 2021, Volume: 28, Issue: 3/4, Pages: 233-252 |
| Further subjects: | B
religious and theological training
B Decolonisation B sustainable developmental goals B African Union Agenda 2063 B theological higher education B contextual therapy B curriculum transformation and renewal |
| Online Access: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
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| 520 | |a This theoretical paper reviews the current theory about curriculum transformation and renewal in higher education in Africa and, in particular, South Africa. Although the findings are applicable to different universities, the pedagogical approach of North-West University will be the focus. The aim is to understand curriculum responsiveness pertaining to decolonisation and sustainable development that can align with the African Union’s proposed Agenda 2063. The epistemology is from a practical public theological paradigm. A single-system research method has been followed to integrate current research about tertiary education curriculum transformation with the latest practice theory. Three different aspects are explored, namely how Agenda 2063 is applicable to higher education in a post-colonial context, the fibre of human relations based on Nagy’s contextual theory, and the curriculum as a powerful tool for change. The paper concludes that lecturers and students can join forces in growing towards the Africa they want by active experiential student-centred pedagogy. | ||
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