Browsing by Subject "curriculum"
Now showing items 1-6 of 6
-
Balancing academic and professional pedagogies: a comparative study of two accounting departments in South Africa and the UK
(Taylor & Francis (Routledge), 2014-04)The paper adds to extant professional education literature by reflecting on apparent differences in pedagogy of similar professional programmes of study, allowing deeper insight into the unique strand of higher education ... -
Curriculum implications for gender equity in human rights education
(North-West University, 2013)The Gender Equity Task Team’s (1997) report, Gender Equity in Education, recommends that further research be done to identify the practices perpetuating inequitable gender relations in classrooms and to provide guidelines ... -
Narratives of child trafficking survivors in rehabilitation: conceptualisations of freedom for human rights education
(North-West University, 2018)Children are being trafficked for sexual exploitation in virtually every country in the world (USDS, 2016:340). As yet, however, qualitative studies have not produced a clear conceptualisation of child trafficking for ... -
Reconciliation through dialogical nostalgia in post-confict societies: a curriculum to intersect
(Routledge, 2014)The curriculum has been proposed as a powerful means with the potential to initiate social transformation. It reflects the dominant social, economical and political discourses and for this reason it seems reasonable to ... -
Reconciliation through dialogical nostalgia in post-confict societies: a curriculum to intersect.
(Taylor & Francis, 2014)The curriculum has been proposed as a powerful means with the potential to initiate social transformation. It reflects the dominant social, economical and political discourses and for this reason it seems reasonable to ... -
Teachers as Curriculum Leaders: Towards promoting Gender Equity as a Democracy Ideal
(Nelson Mandela Metropolitan University, Faculty of Education, 2017)Curriculum is a site of political, racial, gendered, and theological dispute. Teachers who acknowledge this and see the implications for democratic living embrace their teaching practice as curriculum leaders and participate ...