370
Views
14
CrossRef citations to date
0
Altmetric
Articles

Is Moodle a Platform to Decolonise the University Curriculum? Lecturers’ Reflections

ORCID Icon

References

  • Amory, A. 2015. “Models to Support Learning and Teaching with Technology.” In Moving Beyond the Hype: A Contextualised View of Learning with Technology in Higher Education, edited by W. R. Kilfoil, 8–10. Pretoria: Universities South Africa.
  • Bates, A. W. 2016. “Teaching in a Digital Age.” https://opentextbc.ca/teachinginadigitalage/.
  • Behari-Leak, K. 2017. “New Academics, New Higher Education Contexts: A Critical Perspective on Professional Development.” Teaching in Higher Education 22 (5): 1–16. https://doi.org/10.1080/13562517.2016.1273215.
  • Berkvens, J., J. van den Akker, and M. Brugman. 2014. Addressing the Quality Challenge: Reflection on the Post-2015 Unesco Education Agenda. The Hague: National Commission for Unesco.
  • Bernstein, B. B. 1999. “Vertical and Horizontal Discourse: An Essay.” British Journal of Sociology of Education 20 (2): 157–173. https://doi.org/10.1080/01425699995380.
  • Christiansen, I., C. Bertram, and S. Land. 2010. Understanding Research. Pietermaritzburg: UKZN Faculty of Education.
  • Cohen, L., L. Manion, and K. Morrison. 2013. Research Methods in Education. London: Routledge. https://doi.org/10.4324/9780203720967.
  • Creswell, J. W., and C. N. Poth. 2017. Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Thousand Oaks: Sage.
  • Dewey, J. 1938. Education and Experience. New York: Simon and Schuster.
  • Fanon, F. 2017. “Pitfalls of National Consciousness.” New Agenda: South African Journal of Social and Economic Policy 66: 36–40.
  • Govender, N., and S. B. Khoza. 2017. “Technology in Education for Teachers.” In Education Studies for Initial Teacher Development, edited by L. Ramrathan, L. le Grange and P. Higgs. Cape Town: Juta.
  • Hoadley, U., and J. D. Jansen. 2013. Curriculum: Organizing Knowledge for the Classroom. Cape Town: Oxford University Press Southern Africa.
  • Hyland, A., D. Kennedy, and N. Ryan. 2006. Writing and Using Learning Outcomes: A Practical Guide. Bologna: European Higher Education Area.
  • Jansen, J. D. 2010. “Moving on Up? The Politics, Problems, and Prospects of Universities as Gateways for Social Mobility in South Africa.” The Next 25 Years: Affirmative Action in Education in the United States and South Africa, edited by D. L. Featherman, M. Hall and M. Krislov, 129–136. Ann Arbor: University of Michigan Press.
  • Jansen, J. D. 2013. We Need to Talk. Northcliff: Bookstorm.
  • Khoza, S. B. 2017. “Is this Moodle for Personal, Societal and/or Professional Space/s When Students Reflect?” Paper presented at the 12th International Conference on E-Learning (ICEL), Central University of Florida, June 1–2.
  • Khoza, S. B., and C. B. Mpungose. 2017. “Can the Self, Them or/and It Come to Academics’ Rescue of Turnitin?” Paper presented at the South Africa International Conference on Educational Technologies (SAICET), Pretoria, April 24–26.
  • Le Grange, L. 2016. “Decolonising the University Curriculum.” South African Journal of Higher Education 30 (2): 1–12.
  • Le Grange, L., and C. Reddy. 2017. “Curriculum Development and Design.” In Education Studies for Initial Teacher Development, edited by L. Ramrathan, L. Le Grange and P. Higgs. Cape Town: Juta.
  • Maharajh, L. R., M. N. Davids, and S. B. Khoza. 2013. “Is Team Teaching Learner-Friendly or Teacher- Centred? Mode of Delivery in a Postgraduate Module.” Alternation 9: 150–168.
  • Maxwell, T. W. 2013. “A Model for Reflection to Be Used in Authentic Assessment in Teacher Education.” Journal of the International Society for Teacher Education 17 (1): 8–17.
  • Mbembe, A. 2015. “Decolonizing Knowledge and the Question of the Archive.” Accessed August 31, 2018. https://wiser.wits.ac.za/system/files/Achille%20Mbembe%20-%20Decolonizing%20Knowledge%20and%20the%20Question%20of%20the%20Archive.pdfm
  • McNiff, J. 2013. Action Research: Principles and Practices. 2nd ed. New York: Routledge. https://doi.org/10.4324/9780203112755.
  • Mgqwashu, E 2017. “Universities Can’t Decolonise the Curriculum without Defining It First.” Accessed February 15, 2017. www.conversation.com/universities-cant-decolonise-the-curriculum-without-defining-it-first-63948.
  • Motsa, Z. 2017. “When the Lion Tells the Story: A Response from South Africa.” Higher Education Research and Development 36 (1): 28–35. https://doi.org/10.1080/07294360.2017.1249070.
  • Mpungose, C. B. 2016. “Rationale of Teaching Physical Sciences Curriculum and Assessment Policy Statement Content: Teachers’ Reflections.” International Journal of Educational Science 14 (3): 256–264. https://doi.org/10.1080/09751122.2016.11890500.
  • Msibi, T., and S. Mchunu. 2013. “The Knot of Curriculum and Teacher Professionalism in Post-Apartheid South Africa.” Education as Change 17 (1): 19–35. https://doi.org/10.1080/16823206.2013.773924.
  • Piaget, J. 1976. “Piaget’s Theory.” In Piaget and His School, 11–23. New York: Springer-Verlag.
  • Pillay, S. 2015. “Decolonizing the University.” Accessed August 31, 2018. http://africasacountry.com/2015/06/decolonizing-the-university.
  • Pinar, W. 2004. “The Synoptic Text Today.” Journal of Curriculum Theorizing 20 (1): 7–22.
  • Pinar, W. 2012. What Is Curriculum Theory? New York: Routledge. https://doi.org/10.4324/9780203836033.
  • Prinsloo, E. H. 2016. “The Role of the Humanities in Decolonising the Academy.” Arts and Humanities in Higher Education 15 (1): 164–168. https://doi.org/10.1177/1474022215613608.
  • Ramrathan, L. 2017. “Educational Research: Key Concepts.” In Education Studies for Initial Teacher Development, edited by L. Ramrathan, L. le Grange and P. Higgs, 403–418. Cape Town: Juta.
  • Reddy, C., and L. le Grange. 2017. “Assessment and Curriculum.” In Education Studies for Initial Teacher Development, edited by L. Ramrathan, L. le Grange and P. Higgs, 159–173. Cape Town: Juta.
  • Spiegel, S., H. Gray, B. Bompani, K. Bardosh, and J. Smith. 2017. “Decolonising Online Development Studies? Emancipatory Aspirations and Critical Reflections – A Case Study.” Third World Quarterly 38 (2): 270–290. https://doi.org/10.1080/01436597.2016.1256767.
  • Stenhouse, L. 1983. Authority, Education, and Emancipation: A Collection of Papers. London: Heinemann Educational Books.
  • Tyler, R. W. 2013. Basic Principles of Curriculum and Instruction. Chicago: University of Chicago Press. https://doi.org/10.7208/chicago/9780226086644.001.0001.
  • Van den Akker, J., R. M. Branch, K. Gustafson, N. Nieveen, and T. Plomp. 2012. Design Approaches and Tools in Education and Training. Dordrecht: Springer Science & Business Media.
  • Van den Akker, J., W. de Boer, E. Folmer, W. Kuiper, J. Letschert, N. Nieveen, and A. Thijs. 2009. Curriculum in Development. Enschede: Netherlands Institute for Curriculum Development.
  • Zembylas, M. 2017. “Higher Education for the Public Good in Post-Conflict Societies –Curricular Justice and Pedagogical Demands: A Response from Cyprus and South Africa.” Higher Education Research and Development 36 (1): 36–42. https://doi.org/10.1080/07294360.2017.1249071.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.