(Re)thinking Lived Curriculum as Complicated Conversation through Nomadic Thought in Pursuit of Curriculum Transformation.
The discontent regarding the dismantling and critiquing of the dominant inscriptions of curriculum by South Africa's higher education institutions continues to be experienced. Over twenty years into its democracy, curriculum transformation is yet to be realized and one reason for this is the prolife...
| Publicado en: | Alternation pp. 96 - 119 |
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| Formato: | Artículo |
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Alternation, University of KwaZulu-Natal
2020 Special Issue
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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=149894333&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 149894333 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10231757 L2WQ jtl: Alternation issn: 10231757 maglogo: N pubinfo: dt: 2020 Special Issue pid: 43625 pub: Alternation, University of KwaZulu-Natal artinfo: ui: 149894333 10.29086/2519-5476/2020/sp31a6 ppf: 96 ppct: 23 formats: tig: atl: (Re)thinking Lived Curriculum as Complicated Conversation through Nomadic Thought in Pursuit of Curriculum Transformation. aug: au: Simmonds, Shan affil: Associate Professor, Department of Education and Human Rights in Diversity Research Unit, North-West University, Potchefstroom su: Subjectivity Student aspirations Curriculum Structural frames Posthumanism Universities & colleges South Africa sug: subj: South Africa Subjectivity Student aspirations Curriculum Structural frames Posthumanism Universities & colleges keyword: complicated conversation curriculum transformation lived curriculum nomadic thought posthumanism ab: The discontent regarding the dismantling and critiquing of the dominant inscriptions of curriculum by South Africa's higher education institutions continues to be experienced. Over twenty years into its democracy, curriculum transformation is yet to be realized and one reason for this is the proliferation of policy frameworks that have, for the most part, reinforced techno-bureaucratic compliance with structural change and framed myopic conceptions of curriculum. In an attempt to engender a curriculum discourse that shifts the focus from policy to the centrality of the subject, in this article I engage with subjectivity and the lived curriculum in what Ted Aoki thinks of as a constructive tensionality. This tensionality lies in the transcendental conception of the subject that very often succumbs to imperatives of myopic elements of such curriculum discourse. From the main findings of a research study that drew on the lived experience of students who invested in complicated conversations, their aspirations for curriculum transformation became evident. This initiated a much needed (re)thinking of lived curriculum as complicated conversation and what this could entail in a posthuman era. The desire for complicated conversations to enable curriculum transformation requires a shift in hegemonic conceptions of the subject and of knowledge. I embrace these possibilities through nomadic thought. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2020 holdings: @attributes: islocal: N |
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