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OverviewFull Product DetailsAuthor: Jonathan D. Jansen (Stellenbosch University, South Africa) , Cyrill A. Walters (Stellenbosch University, South Africa)Publisher: Cambridge University Press Imprint: Cambridge University Press Edition: New edition Dimensions: Width: 15.10cm , Height: 1.30cm , Length: 23.00cm Weight: 0.400kg ISBN: 9781009077934ISBN 10: 1009077937 Pages: 272 Publication Date: 30 June 2022 Audience: General/trade , General Format: Paperback Publisher's Status: Active Availability: Manufactured on demand  We will order this item for you from a manufactured on demand supplier. Table of ContentsAcknowledgements; 1. Introduction: the decolonization of knowledge: radical ideas and the settled curriculum; 2. Institutional posturing: the coming of decolonization and the scramble to respond; 3. On the institutionalization of knowledge; 4. The contending meanings of decolonization –and the implications for radical curriculum change; 5. Regulating radical ideas: the role of regulatory agencies; 6. The uptake of decolonization: the case of the humanities and social sciences; 7. The uptake of decolonization: the case of the sciences and engineering; 8. How does a radical curriculum idea travel through institutional life?: new insights into the politics of knowledge; References; IndexReviews'This is an exceptional contribution to our understanding of what actually happens to challenging curriculum ideas in higher education. Politically wise and clearly written, this volume deserves a wide audience among all of those who care about creating a more socially and culturally responsive education.' Michael W. Apple, University of Wisconsin 'The movement to 'decolonize' South African universities has produced far more heat than light. In this sober, brave, deeply empathetic book, Jansen and Walters look beyond the slogans and posturing to illuminate not only the failings but also the achievements and possibilities of the struggle for radical educational change.' James T. Campbell, Stanford University 'This theoretically contextualized investigation situates the problem of doing radical curriculum transformation within the dynamics of institutional intransigence, biographies of academic innovators, and the struggle for epistemic justice. It has profound intellectual and practical significance for academics and activists in South Africa and beyond.' Joyce King, Georgia State University 'This book sheds new light on how we understand reform, the ideas that inform it, the path those ideas follow, and implementation. The notion of an institutional curriculum could allow real transformation. This is a book for institutional leaders and the broader community to learn from and inform their reform projects.' Teboho Moja, New York University Author InformationJonathan Jansen is Distinguished Professor of Education at Stellenbosch University and President of the Academy of Science of South Africa. He is a curriculum theorist, and his research is concerned with the politics of knowledge. His recent publications include Fault Lines: A Primer on Race, Science and Society (2020), Learning under Lockdown: Voices of South Africa's Children (2020), and Learning Lessons (2021). Cyrill Walters is a Research Fellow in Higher Education at Stellenbosch University. She also teaches on the MBA programme at Stellenbosch University Business School. She is currently engaged in projects examining decolonization within South African universities, the intersection of race and gender in higher education, and complexity theories in leadership. Tab Content 6Author Website:Countries AvailableAll regions |
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