000			04189cam a2200397Ki 4500
001			on1142968171
003			OCoLC
005			20240726104814.0
008			200304s2019 sa a ob 001 0 eng d
040			_aNT _beng _erda _epn _cNT _dNT _dYDXIT
020			_a9781928480396 _q((electronic)l(electronic)ctronic)
043			_af-sa---
050	0	4	_aLA1538 _b.R456 2019
049			_aMAIN
245	1	0	_aRe-imagining curriculum : _bspaces for disruption / _ceditor, Lynn Quinn.
250			_aFirst edition.
260			_a[Stellenbosch, South Africa] : _bSUN Press, _c(c)2019.
300			_a1 online resource (xv, 428 pages) : _billustrations.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
504			_a2
505	0	0	_aWhy the focus on curriculum? Why now? -- _tDecolonising the curriculum: recontextualization, identity and selfcritique in a postapartheid university -- _tDecolonising the curricula: reflections on an institutional curriculum review process -- _tDisrupting single stories through participatory learning and action -- _tRe-imagining knowledge in the curriculum: creating critical spaces for alternative possibilities in curriculum design -- _tTransforming curriculum development through cocreation with students -- _tIntegrating academic literacies into the curriculum in occupational therapy: currents of disruption and congruence in a collaborative process -- _tUncovering the complicit: the decoding interview as a decolonising practice -- _tReconfiguring academic development through feminist new materialist and posthuman philosophies -- _tAcademic developers as disruptors: reshaping the instructional design process -- _t"I've got a deep complicated relationship with technology": towards an understanding of the interplay of barriers and agency in academics educational technology practices -- _tReimagining curriculum development and the role of academic developers in a university of technology in the post-colonial setting -- _tConstructing curriculum in a time of transformation: a department's experience in South Africa -- _tDefending the deploma: academic developers as curriculum collaborators in technical contexts -- _tDisrupting academic reading: unrolling the scroll for academic staff -- _tAdvancing democratic values in higher education through open curriculum co-creation: towards an epistemology of uncertainty -- _t"I just felt like I was trying to swim through molasses": curriculum renewal at a researchintensive university -- _tAcademic development insights into decolonising the engineering curriculum -- _tCreating spaces for the emergence of new realities in science curriculum thinking -- _tCognitive justice and the higher education curriculum.
520	0		_a"The book argues that academics, academic developers and academic leaders need to undertake curriculum work in their institutions that has the potential to disrupt common sense notions about curriculum and create spaces for engagement with scholarly concepts and theories, to re-imagine curricula for the changing times. Now, more than ever in the history of higher education, curriculum practices and processes need to be shared; the findings of research undertaken on curriculum need to be disseminated to inform curriculum work. We hope the book will enable readers to look beyond their contextual difficulties and constraints, to find spaces where they can dream, and begin to implement, innovative and creative solutions to what may seem like intractable challenges or difficulties."--Publisher's description.
530			_a2 _ub
650		0	_aEducation, Higher _zSouth Africa.
650		0	_aUniversities and colleges _xCurricula _zSouth Africa.
650		0	_aCurriculum change.
655		1	_aElectronic Books.
700	1		_aQuinn, Lynn, _e5
856	4	0	_zClick to access digital title | log in using your CIU ID number and my.ciu.edu password. _uhttpss://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=2306762&site=eds-live&custid=s3260518
942			_cOB _D _eEB _hLA _m2019 _QOL _R _x _8NFIC _2LOC
994			_a92 _bNT
999			_c78953 _d78953
902			_a1 _bCynthia Snell _c1 _dCynthia Snell