Moving towards curriculum intellectualising in the context of divergent notions of African Scholarship

bibliographic database
Line

Periodical article

Title:	Moving towards curriculum intellectualising in the context of divergent notions of African Scholarship
Editor:	Naicker, Inbanathan
Year:	2014
Periodical:	African Studies (ISSN 1469-2872)
Volume:	73
Issue:	2
Pages:	228-240
Language:	English
Geographic term:	South Africa
Subjects:	educational research curriculum higher education
External link:	https://doi.org/10.1080/00020184.2014.922273
Abstract:	This article provides a reflexive narrative account of a collaborative process of moving towards curriculum intellectualising in the context of diverse understandings of African scholarship in a South African university. The authors reflect on the journey they took in trying to make collective sense of postgraduate students' conceptions of African scholarship. The article illustrates how they came to see that implicit notions of African scholarship constrained meaning-making. Re-imagining curricula as a complex conversations that elicits uncomfortable questions, interrogates taken-for-granted ideas, and encourages divergence and dissidence (rather than conformity) in ways that offer valuable opportunities for discovery and growth. The authors draw attention to the centrality of polyvocality, reflexivity, provision of space and time, and the creation of comfortable, yet discomforting relationships as conducive conditions for curriculum intellectualising. Bibliogr., note, sum. [Journal abstract]