國立虎尾科技大學 |

Disrupting Higher Education Curriculum = Undoing Cognitive Damage /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Disrupting Higher Education Curriculum/ edited by Michael Anthony Samuel, Rubby Dhunpath, Nyna Amin.
其他題名:	Undoing Cognitive Damage /
其他作者:	Samuel, Michael Anthony.
面頁冊數:	CCCX, 18 p.online resource. :
Contained By:	Springer Nature eBook
標題:	Education. -
電子資源:	https://doi.org/10.1007/978-94-6300-896-9
ISBN:	9789463008969

Disrupting Higher Education Curriculum = Undoing Cognitive Damage /
Disrupting Higher Education CurriculumUndoing Cognitive Damage /[electronic resource] :edited by Michael Anthony Samuel, Rubby Dhunpath, Nyna Amin. - 1st ed. 2016. - CCCX, 18 p.online resource. - Constructing Knowledge: Curriculum Studies in Action,2213-722X. - Constructing Knowledge: Curriculum Studies in Action,.

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. “It has been a while since a scholarly book, so authoritative in its claims and innovative in its concepts, threatens to shake up the curriculum field at its foundations. Rich in metaphor and meaning, the superbly written chapters challenge a field that once more became moribund as we settled (sic) far too comfortably into accepting handed-down frames and fictions about knowledge, authority, power and agency that imprint ‘cognitive damage’ on those forced to the margins of schools and universities. Disrupting Higher Education Curriculum demonstrates, however, that it is in fact from those margins of the education enterprise that academics, teachers and learners can see more clearly how patterns of thought and action hold us back from placing and experiencing our African humanity at the centre of the curriculum.” – Jonathan Jansen, Rector and Vice Chancellor of the University of the Free State, South Africa.

ISBN: 9789463008969

Standard No.: 10.1007/978-94-6300-896-9doiSubjects--Topical Terms:

555912
Education.

LC Class. No.: L1-991

Dewey Class. No.: 370

Disrupting Higher Education Curriculum = Undoing Cognitive Damage /
LDR:03419nam a22003615i 4500 001 978387
003 DE-He213
005 20200705114850.0
007 cr nn 008mamaa
008 201211s2016 ne | s |||| 0|eng d
020 $a 9789463008969 $9 978-94-6300-896-9
024 7 $a 10.1007/978-94-6300-896-9 $2 doi
035 $a 978-94-6300-896-9
050 4 $a L1-991
072 7 $a JN $2 bicssc
072 7 $a EDU000000 $2 bisacsh
072 7 $a JN $2 thema
082 0 4 $a 370 $2 23
245 1 0 $a Disrupting Higher Education Curriculum $h [electronic resource] : $b Undoing Cognitive Damage / $c edited by Michael Anthony Samuel, Rubby Dhunpath, Nyna Amin.
250 $a 1st ed. 2016.
264 1 $a Rotterdam : $b SensePublishers : $b Imprint: SensePublishers, $c 2016.
300 $a CCCX, 18 p. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
490 1 $a Constructing Knowledge: Curriculum Studies in Action, $x 2213-722X
520 $a 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. “It has been a while since a scholarly book, so authoritative in its claims and innovative in its concepts, threatens to shake up the curriculum field at its foundations. Rich in metaphor and meaning, the superbly written chapters challenge a field that once more became moribund as we settled (sic) far too comfortably into accepting handed-down frames and fictions about knowledge, authority, power and agency that imprint ‘cognitive damage’ on those forced to the margins of schools and universities. Disrupting Higher Education Curriculum demonstrates, however, that it is in fact from those margins of the education enterprise that academics, teachers and learners can see more clearly how patterns of thought and action hold us back from placing and experiencing our African humanity at the centre of the curriculum.” – Jonathan Jansen, Rector and Vice Chancellor of the University of the Free State, South Africa.
650 0 $a Education. $3 555912
650 1 4 $a Education, general. $3 1068901
700 1 $a Samuel, Michael Anthony. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1117387
700 1 $a Dhunpath, Rubby. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1117388
700 1 $a Amin, Nyna. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1117389
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
830 0 $a Constructing Knowledge: Curriculum Studies in Action, $x 2213-722X $3 1256423
856 4 0 $u https://doi.org/10.1007/978-94-6300-896-9
912 $a ZDB-2-EDA
912 $a ZDB-2-SXED
950 $a Education (SpringerNature-41171)
950 $a Education (R0) (SpringerNature-43721)