DESCRIPTION

Higher Education in Southern Africa has faced unprecedented change over the past few years: in Namibia and Mozambique post-colonial systems have had to be shaped against the backdrop of dramatic political and socio-economic developments, while in South Africa a post-apartheid system is emerging, which aims to redress past inequalities and respond to the needs of a democratic society.

A Tale of Three Countries - a collaborative effort by colleagues from Namibia, Mozambique and South Africa - argues that the heart of Higher Education transformation lies in the curriculum. The text moves from in-depth discussions of the theoretical issues at stake, to case studies and actual curriculum transformation effects in the Social Sciences. It provides an insight into how global questions in Higher Education such as epistemic values, the relation between university and society, modes of knowledge production, academics governance structures, and generic degree outcomes are contextualised in South Africa.

Anyone interested in the fast moving debate on universities will find this collection a worthy dialogue partner.

 

CONTENTS

Acknowledgements

List of Acronyms

 

Section One: Fundamental Issues

Chapter One

Epistemic Values in Curriculum Transformation: Wally Morrow

 

Chapter Two

Social Engagement and the Creation of Knowledge: Deon Pretorius

 

Chapter Three

Towards a Responsive Curriculum: Dolina Dowling and Sipho Seepe

 

Chapter Four

Moving Community-based Learning in the Mainstream University Curriculum: South African Opportunities and Challenges: Tim Nuttall

 

Chapter Five

Where Has My Department Gone? Curriculum Transformation and Academic Restructuring: Piet Naudé

 

Section Two: Institutional Case Studies

Chapter Six

The University of Namibia: Genesis, Founding, Development: André du Pisani and Hans-Volker Gretschel

 

Chapter Seven

Curriculum Reform in the Faculty of Arts of the Eduardo Mondlane University: Carlos Manuel

 

Chapter Eight

From Campus by the Sea to University for All: A Review of Curriculum Transformation at the University of Port Elizabeth: Piet Naudé

 

Section Three: A Generic Social Sciences Degree?

Chapter Nine

The Focus of an Undergraduate Social Science Curriculum for Southern Africa: Historical Consciousness, Human Rights and Social Development Issues: Janet Cherry and Carol Christie

 

Chapter Ten

A Faculty Core: 'Bridging' or Shaping of Minds in Light of Global Challenges? Christo Botha

 

Section Four: Examples Of Curriculum Transformation

Chapter Eleven

The BA in Media, Communication and Culture: Genesis of a Radical Programme Approach: Danie Jordaan

 

Chapter Twelve

Redesigning a Course in Socio-Linguistics for an African Context: Gregório Firmino

 

Chapter Thirteen

Enhancing the Social Responsiveness of a Master's in Public Administration: Heather Nel

 

Chapter Fourteen

Curriculum Reform in Development Studies: A Case Study of the Post-Graduate Programme at the University of Port Elizabeth: Richard Haines

 

Chapter Fifteen

Curriculum Development for the Licenciatura in Sociology: Obede Baloi

 

Chapter Sixteen

Product Design in Higher Education: the 'Tourism' Degree of the University of Namibia: Fritz Becker

 

Conclusion

Cracking the Code of the New Orthodoxy: Trish Gibbon

Appendix 1: Projects and Researchers

Appendix 2: Generic Standard in South Africa for a BA Degree in the Humanities and Social Sciences

Index