A Conceptual Analysis of What it Means to Decolonize the Curriculum
- Omodan, Isaiah Omodan, Mpiti, Thandiswa Pretty, Mtsi, Nomxolisi
- Authors: Omodan, Isaiah Omodan , Mpiti, Thandiswa Pretty , Mtsi, Nomxolisi
- Date: 2023
- Subjects: Conceptual analysis , Curriculum , Decoloniality , Decolonizing the curriculum , Transformative worldview
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14841 , vital:79833 , DOI: https://doi.org/10.26803/ijlter.22.7.18
- Description: The concept of decoloniality has been subject to wide-ranging debates among academics and students alike. These discussions have often looked at the issue from a subjective stance, narrowing its meaning down to interpretation based on individuals’ backgrounds and contexts. Consequently, the understanding of decoloniality as it relates to university curricula has remained fragmented, leading to inconsistencies in how it is put into practice. This study, therefore, seeks to address this gap by unpacking the conceptual ambiguity surrounding what it means to decolonizethe curriculain university classrooms. Hence, this study intends to deconstruct the decoloniality of the curriculum as it relates to the pedagogical disposition of the classroom in universities using decolonial theory as the basis of argument. The study answers questions about the assumptions of decoloniality, suitable for understanding the decoloniality of the curriculum. This conceptual analysis is located within a transformative worldview as a lens and employs conceptual analysis as a tool to make sense of the argument deductively from the decolonial premises. The studyargues that decolonizingthe curriculum is beyond any personal,contextual, historical,and environmental subjectification, and should instead be viewed as advocacy to challenge existing power dynamics towards incorporating traditionally overlooked or excluded ways of doing. Therefore, it is essential to understand “decolonizing the curriculum” from the process of knowing, empowering the disempowered, self-determination,and an anti-oppressive perspective.
- Full Text:
- Date Issued: 2023
- Authors: Omodan, Isaiah Omodan , Mpiti, Thandiswa Pretty , Mtsi, Nomxolisi
- Date: 2023
- Subjects: Conceptual analysis , Curriculum , Decoloniality , Decolonizing the curriculum , Transformative worldview
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14841 , vital:79833 , DOI: https://doi.org/10.26803/ijlter.22.7.18
- Description: The concept of decoloniality has been subject to wide-ranging debates among academics and students alike. These discussions have often looked at the issue from a subjective stance, narrowing its meaning down to interpretation based on individuals’ backgrounds and contexts. Consequently, the understanding of decoloniality as it relates to university curricula has remained fragmented, leading to inconsistencies in how it is put into practice. This study, therefore, seeks to address this gap by unpacking the conceptual ambiguity surrounding what it means to decolonizethe curriculain university classrooms. Hence, this study intends to deconstruct the decoloniality of the curriculum as it relates to the pedagogical disposition of the classroom in universities using decolonial theory as the basis of argument. The study answers questions about the assumptions of decoloniality, suitable for understanding the decoloniality of the curriculum. This conceptual analysis is located within a transformative worldview as a lens and employs conceptual analysis as a tool to make sense of the argument deductively from the decolonial premises. The studyargues that decolonizingthe curriculum is beyond any personal,contextual, historical,and environmental subjectification, and should instead be viewed as advocacy to challenge existing power dynamics towards incorporating traditionally overlooked or excluded ways of doing. Therefore, it is essential to understand “decolonizing the curriculum” from the process of knowing, empowering the disempowered, self-determination,and an anti-oppressive perspective.
- Full Text:
- Date Issued: 2023
Enhancing Virtual Teaching and Learning through Connectivism in University Classrooms
- Omodan, Isaiah Bunmi, Mtsi, Nomxolisi, Mpiti, Thandiswa Pretty
- Authors: Omodan, Isaiah Bunmi , Mtsi, Nomxolisi , Mpiti, Thandiswa Pretty
- Date: 2023
- Subjects: Teaching and learning , Virtual learning , Connectivism , University classrooms
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14835 , vital:79830 , DOI: https://doi.org/10.5430/jct.v12n4p116
- Description: It is argued that teaching and learning in the 21st century rely heavily on technology, especially in university classrooms. This theoretical paper contends that for students to be successful in university classrooms in the 21st century, both lecturers and students should effectively resonate with technology. This paradigm shift is not without one or two challenges which must be addressed since teaching and learning through technology has come to stay. Therefore, this study presents the proponent of connectivism theory to enhance virtual teaching and learning in university classrooms. The study is located within a transformative worldview and derives its argument from a theoretical viewpoint by positioning connectivism as a tool to enhance teaching and learning in 21st-century university classrooms. Conceptual analysis was employed to argue the place of connectivism as a tool to enhance virtual classrooms in universities. The connectivism theory was presented, and its assumptions were argued in relation to how it could be integrated into university classrooms. The study concludes that the diversity of nodes' interconnections, coherence of things and adaptation to constant change are dimensions that could enhance virtual classrooms. Therefore, concerted efforts of both lecturers and students in universities to improve these dimensions to transform virtual space in university classrooms.
- Full Text:
- Date Issued: 2023
- Authors: Omodan, Isaiah Bunmi , Mtsi, Nomxolisi , Mpiti, Thandiswa Pretty
- Date: 2023
- Subjects: Teaching and learning , Virtual learning , Connectivism , University classrooms
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14835 , vital:79830 , DOI: https://doi.org/10.5430/jct.v12n4p116
- Description: It is argued that teaching and learning in the 21st century rely heavily on technology, especially in university classrooms. This theoretical paper contends that for students to be successful in university classrooms in the 21st century, both lecturers and students should effectively resonate with technology. This paradigm shift is not without one or two challenges which must be addressed since teaching and learning through technology has come to stay. Therefore, this study presents the proponent of connectivism theory to enhance virtual teaching and learning in university classrooms. The study is located within a transformative worldview and derives its argument from a theoretical viewpoint by positioning connectivism as a tool to enhance teaching and learning in 21st-century university classrooms. Conceptual analysis was employed to argue the place of connectivism as a tool to enhance virtual classrooms in universities. The connectivism theory was presented, and its assumptions were argued in relation to how it could be integrated into university classrooms. The study concludes that the diversity of nodes' interconnections, coherence of things and adaptation to constant change are dimensions that could enhance virtual classrooms. Therefore, concerted efforts of both lecturers and students in universities to improve these dimensions to transform virtual space in university classrooms.
- Full Text:
- Date Issued: 2023
Examining educators’ strategies for promoting science learning and science literacy among grade 9 learners in a South African Rural Education District
- Authors: Mtsi, Nomxolisi
- Date: 2019
- Subjects: Science -- Study and teaching (Elementary) Children's literature in science education
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16150 , vital:40673
- Description: Science learning and Science Literacy (SL) play a crucial role in preparing learners to participate in the country’s economy with the relevant knowledge, higher order thinking and analytical reasoning to solve day-to-day problems. The purpose of this research was to examine educators’ strategies for promoting science learning and SL among grade 9 learners in a rural education district in South Africa’s Eastern Cape Province. Learning of science and promotion of SL complement each other and therefore science educators’ strategies are pertinent. The study used pragmatic paradigm and the mixed method approach and was informed by cognitive and social constructivism as theoretical frameworks. For data collection, the study used convenience sampling based on the proximity and comparative ease of the researcher to reach the rural schools to select 30 out of 67 schools spread over six out of the eight circuits in the selected education district. On the other hand, purposive sampling was used for the selection of learners by their educators based on academic performance, top, average and below average achievers. Since each school had only one grade 9 science educator, 30 grade 9 science educators from the selected 30 schools formed the sample for quantitative data. Out of these 30, 10 educators who volunteered first for interviews and gave permission for being observed in their classrooms were selected for qualitative data collection. Three learners in each of the 10 schools from which the educators for qualitative data collection were selected, constituted the learners’ sample (30 learners). While data were collected through questionnaires, interviews and observations from educators, data from learners were collected through focus group (FG) interviews. The questionnaire was structured in order to gather educators’ biographical data as well as information on educators’ strategies to promote science learning and SL. The interview schedule was similar to the questionnaire but biographical data were excluded. Observations focused on educators’ strategies for science learning, SL and assessments. The data from the questionnaire were descriptively analysed and the qualitative and transcribed observation data were thematically analysed. Final conclusions were drawn based on the triangulated data. Major findings showed that the strategies which the educators employed in the descending order of use were: Investigation at 97percent; Discussion, Presentation and Project, each at 93percent; Problem solving at 90percent; Demonstration and Question-Answer, each at 87percent; Case study and Brainstorming, each at 77percent; Role-play at 63percent; Lecture at 57percent; Modelling at 47percent, Inquiry at 27percent and Simulation at 23percent. Findings also revealed the strengths and weaknesses of the strategies used by educators. Some of the strengths were: promotion of interactive learning; stimulation of research skills; enhancement of critical thinking and development of confidence through participation. Some of the weaknesses were: learners’ tendency to rely on others; lack of resources hindering learning and promotion of plagiarism. The study recommends that all stakeholders must work together to achieve good quality education. District and Provincial officers ought to track and monitor the science curriculum implementation. Subject specialists, educator subject committees and cluster leaders must also be active in strategic planning for enhancing SL in schools by putting forward their inputs and adopting consensus-based ones. A framework for driving science content with pedagogical content knowledge and practicals-driven strategy for enhancing science content knowledge is proposed.
- Full Text:
- Date Issued: 2019
- Authors: Mtsi, Nomxolisi
- Date: 2019
- Subjects: Science -- Study and teaching (Elementary) Children's literature in science education
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16150 , vital:40673
- Description: Science learning and Science Literacy (SL) play a crucial role in preparing learners to participate in the country’s economy with the relevant knowledge, higher order thinking and analytical reasoning to solve day-to-day problems. The purpose of this research was to examine educators’ strategies for promoting science learning and SL among grade 9 learners in a rural education district in South Africa’s Eastern Cape Province. Learning of science and promotion of SL complement each other and therefore science educators’ strategies are pertinent. The study used pragmatic paradigm and the mixed method approach and was informed by cognitive and social constructivism as theoretical frameworks. For data collection, the study used convenience sampling based on the proximity and comparative ease of the researcher to reach the rural schools to select 30 out of 67 schools spread over six out of the eight circuits in the selected education district. On the other hand, purposive sampling was used for the selection of learners by their educators based on academic performance, top, average and below average achievers. Since each school had only one grade 9 science educator, 30 grade 9 science educators from the selected 30 schools formed the sample for quantitative data. Out of these 30, 10 educators who volunteered first for interviews and gave permission for being observed in their classrooms were selected for qualitative data collection. Three learners in each of the 10 schools from which the educators for qualitative data collection were selected, constituted the learners’ sample (30 learners). While data were collected through questionnaires, interviews and observations from educators, data from learners were collected through focus group (FG) interviews. The questionnaire was structured in order to gather educators’ biographical data as well as information on educators’ strategies to promote science learning and SL. The interview schedule was similar to the questionnaire but biographical data were excluded. Observations focused on educators’ strategies for science learning, SL and assessments. The data from the questionnaire were descriptively analysed and the qualitative and transcribed observation data were thematically analysed. Final conclusions were drawn based on the triangulated data. Major findings showed that the strategies which the educators employed in the descending order of use were: Investigation at 97percent; Discussion, Presentation and Project, each at 93percent; Problem solving at 90percent; Demonstration and Question-Answer, each at 87percent; Case study and Brainstorming, each at 77percent; Role-play at 63percent; Lecture at 57percent; Modelling at 47percent, Inquiry at 27percent and Simulation at 23percent. Findings also revealed the strengths and weaknesses of the strategies used by educators. Some of the strengths were: promotion of interactive learning; stimulation of research skills; enhancement of critical thinking and development of confidence through participation. Some of the weaknesses were: learners’ tendency to rely on others; lack of resources hindering learning and promotion of plagiarism. The study recommends that all stakeholders must work together to achieve good quality education. District and Provincial officers ought to track and monitor the science curriculum implementation. Subject specialists, educator subject committees and cluster leaders must also be active in strategic planning for enhancing SL in schools by putting forward their inputs and adopting consensus-based ones. A framework for driving science content with pedagogical content knowledge and practicals-driven strategy for enhancing science content knowledge is proposed.
- Full Text:
- Date Issued: 2019
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