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Disrupting higher education curriculum : undoing cognitive damage

Author: Michael Anthony Samuel; Rubby Dhunpath; Nyna Amin
Publisher: Rotterdam, The Netherlands : Sense Publishers, [2016] ©2016
Series: Constructing knowledge, v. 13.
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
Discomfort with the inappropriateness of university curricula has met with increasing calls for disruptive actions to revitalise higher education. This book, conceived to envision an alternative emancipatory curriculum, explores the historical, ideological, philosophical and theoretical domains of higher education curricula. The authors acknowledge that universities have been and continue to be complicit in  Read more...
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Document Type: Book
All Authors / Contributors: Michael Anthony Samuel; Rubby Dhunpath; Nyna Amin
ISBN: 9789463008952 9463008950 9789463008945 9463008942
OCLC Number: 973296304
Description: xvii, 309 pages : illustrations ; 24 cm
Series Title: Constructing knowledge, v. 13.
Responsibility: edited by Michael Anthony Samuel, Rubby Dhunpath and Nyna Amin.

Abstract:

Discomfort with the inappropriateness of university curricula has met with increasing calls for disruptive actions to revitalise higher education. This book, conceived to envision an alternative emancipatory curriculum, explores the historical, ideological, philosophical and theoretical domains of higher education curricula. The authors acknowledge that universities have been and continue to be complicit in perpetuating cognitive damage through symbolic violence associated with indifference to the pernicious effects of race categorisation, gender inequalities, poverty, rising unemployment and cultural hegemony, as they continue to frame curricula, cultures and practices. The book contemplates the project of undoing cognitive damage, offering glimpses to redesign curriculum in the 21st century. The contributors, international scholars, emergent and expert researchers, include different nationalities, orientations and positionalities, constituting an interdisciplinary ensemble which collectively provides a rich commentary on higher education curriculum as we know it and where we think it could be in the future. The edited volume is a catalytic tool for disrupting canonised rituals of practice in higher education.

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