Creative Meaning-Making through a Multimodal, Interdisciplinary Exploration: Lessons for Higher Education Curriculum Enhancement.
Within the context of the neoliberal managerialism that is pervading higher education in South Africa, academia is driven by a stringent set of prescriptions. Teaching within this environment can constrain opportunities for creativity and lateral thinking by students and staff alike. Student protest...
| Publicado en: | Alternation Vol. 27; pp. 139 - 161 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Alternation, University of KwaZulu-Natal
2019 Special Edition
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=142567659&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 142567659 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10231757 L2WQ jtl: Alternation issn: 10231757 maglogo: N pubinfo: dt: 2019 Special Edition vid: 27 pid: 43625 pub: Alternation, University of KwaZulu-Natal artinfo: ui: 142567659 10.29086/2519-5476/2019/sp27a6 ppf: 139 ppct: 22 formats: tig: atl: Creative Meaning-Making through a Multimodal, Interdisciplinary Exploration: Lessons for Higher Education Curriculum Enhancement. aug: au: Verster, Belinda Collett, Karen van den Berg, Carolien affil: Urban Planning Cape Peninsula University of Technology Cape Town su: College curriculum Curriculum planning Student strikes Continuous processing Higher education sug: subj: College curriculum Curriculum planning Student strikes Continuous processing Higher education keyword: creative meaning-making curriculum enhancement interdisciplinary collaboration multimodal pedagogy professional academic development ab: Within the context of the neoliberal managerialism that is pervading higher education in South Africa, academia is driven by a stringent set of prescriptions. Teaching within this environment can constrain opportunities for creativity and lateral thinking by students and staff alike. Student protests in 2015 and 2016 provided a challenge and provocation to academics to think about the transformational nature of their curriculum design, content and pedagogy. This paper explores the collaboration between three senior academics as they engaged in a process of professional academic development. This experience opened up generative spaces for them to think in new and creative ways about their teaching and curriculum design. A collaborative autoethnographic methodology, informed by a social constructivist approach, was used to explore their experience. The authors trace their interactions with different mediums and each other as 'a continuous process of making and unmaking' (Jackson & Mazzei 2013: 262). The lenses of Touch (Barad 2012), an Ethic of Care (Tronto 2013) and Slow Pedagogy (Bozalek 2017) were used to make meaning of their experiences. Key lessons they identified as enhancing their teaching were: 'space of (for) becoming', 'academic praxis', 'deconstructing and reconstructing entanglement', 'learning-by-modelling', and 'decolonising thinking and meaning-making'. This paper holds lessons that can inform curriculum development in higher education, especially in a time when strong calls are mounting for 'disruptive shifts to revitalise higher education curricula' (Dhunpath & Amin 2019: 1). pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2019 holdings: @attributes: islocal: N |
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