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A Transdisciplinary Approach and Indigenous Knowledge as Transformative Tools in Pedagogical Design: The Case of the Centre for Transdisciplinary Studies, University of Fort Hare
Africa Education Review Pub Date : 2019-04-29 , DOI: 10.1080/18146627.2016.1251293
Petrus M. Mahlangu 1 , Tendayi C. Garutsa 2
Affiliation  

Abstract Higher education institutions (HEIs) are drivers of social change embedded in a society which is experiencing increasingly complex and multifaceted crises. This is partly attributable to the use of conventional and deterministic problem-solving curricula. A combination of a transdisciplinary approach and indigenous knowledge (IK) as transformative tools in complex systems is critical for pedagogy. This interface embraces the African heritage in Western epistemology putting it on a curricula pedestal which is currently Western-oriented. This article shows how a transdisciplinary approach and IK can transform pedagogies in HEIs through mutual learning and dialogue across disciplines by reflecting on the Life Knowledge Action/Grounding Programme which is a course offered at the University of Fort Hare, South Africa. The article suggests an integration of transdisciplinarity and IK as powerful catalysts for transformation in pedagogical design.

中文翻译:

跨学科方法和本土知识作为教学设计中的变革工具:福特哈尔大学跨学科研究中心的案例

摘要高等教育机构(HEIs)是社会变革中的驱动力,而这个社会正处于日益复杂和多方面的危机中。这部分归因于使用常规的确定性问题解决课程。在复杂系统中,跨学科方法和本土知识(IK)作为变革工具的结合对于教学法至关重要。该界面包含了西方认识论中的非洲遗产,并将其置于目前面向西方的课程基座上。本文展示了跨学科方法和IK如何通过反思生命知识行动/基础计划(该知识在南非福特哈尔大学提供),通过跨学科的相互学习和对话,来改变高校的教学法。
更新日期:2019-04-29
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