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
Augmented Reality for Teaching Storytelling in a Rural Foundation Phase Primary School: Integrating a Place-Based Approach
- Mpiti, Thandiswa Pretty, Makena, Bulelwa, Qoyi, Motsi
- Authors: Mpiti, Thandiswa Pretty , Makena, Bulelwa , Qoyi, Motsi
- Date: 2023
- Subjects: Augmented reality , Place-based approach , Storytelling , Foundation phase , Rural phase school , Literacy teaching
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14191 , vital:79152 , DOI: https://doi.org/10.46303/ressat.2023.24
- Description: Augmented reality (AR) has recently become a new leading edge in mobile-assisted language learning attributed to the popularity of smartphones. The place-based approach (PBA) is a situated, context-rich teaching and learning modality characterized by its relationship to place. AR and PBA have proven to be useful in educational settings; however, few studies have observed them being used jointly. This study aims to explore the combination of AR and PBA in teaching storytelling in a foundation phase (FP) rural primary school. Based on current trends, the study also aims to design learning principles for teaching that will help language teachers integrate this innovative technology and approach into literacy teaching. The study was tested with two FP teachers and 12 FP learners in a real classroom and carried out with qualitative observations and semi-structured interviews. The findings reveal that learners are more motivated and interested in activities that have been enhanced because they encourage problem-solving, discovery, and socialization. The findings also suggest that technological interventions, particularly when learners work as a team, may have a bigger impact than non-technology-integrated instruction. These results offer demonstrable support for technology use and have useful results for future practice.
- Full Text:
- Date Issued: 2023
- Authors: Mpiti, Thandiswa Pretty , Makena, Bulelwa , Qoyi, Motsi
- Date: 2023
- Subjects: Augmented reality , Place-based approach , Storytelling , Foundation phase , Rural phase school , Literacy teaching
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14191 , vital:79152 , DOI: https://doi.org/10.46303/ressat.2023.24
- Description: Augmented reality (AR) has recently become a new leading edge in mobile-assisted language learning attributed to the popularity of smartphones. The place-based approach (PBA) is a situated, context-rich teaching and learning modality characterized by its relationship to place. AR and PBA have proven to be useful in educational settings; however, few studies have observed them being used jointly. This study aims to explore the combination of AR and PBA in teaching storytelling in a foundation phase (FP) rural primary school. Based on current trends, the study also aims to design learning principles for teaching that will help language teachers integrate this innovative technology and approach into literacy teaching. The study was tested with two FP teachers and 12 FP learners in a real classroom and carried out with qualitative observations and semi-structured interviews. The findings reveal that learners are more motivated and interested in activities that have been enhanced because they encourage problem-solving, discovery, and socialization. The findings also suggest that technological interventions, particularly when learners work as a team, may have a bigger impact than non-technology-integrated instruction. These results offer demonstrable support for technology use and have useful results for future practice.
- 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
- «
- ‹
- 1
- ›
- »