Towards a Deconstructed Curriculum: Rethinking Higher Education in the Global North

Autor/inn/en	McGregor, Rafe; Park, Miriam Sang-Ah
Titel	Towards a Deconstructed Curriculum: Rethinking Higher Education in the Global North
Quelle	In: Teaching in Higher Education, 24 (2019) 3, S.332-345 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Park, Miriam Sang-Ah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2019.1566221
Schlagwörter	Case Studies; Higher Education; Global Approach; Access to Education; Developing Nations; Developed Nations; Educational Change; Foreign Policy; Curriculum Development; Neoliberalism; Cultural Context; Disadvantaged; Course Descriptions + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Hochschulbildung; Hochschulsystem; Hochschulwesen; Globales Denken; Education; Access; Bildung; Zugang; Bildungszugang; Developing country; Developing countries; Entwicklungsland; Developed countries; Industriestaat; Industrieland; Bildungsreform; Außenpolitik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Neo-liberalism; Neoliberalismus; Kursstrukturplan
Abstract	The purpose of this article is to argue for the deconstruction rather than the decolonisation of the neocolonial curriculum. Globalisation facilitates the democratisation of higher education, which is now accessible to more people than ever before, but globalisation also facilitates the expansion of the ideological dominance of the Global North over the Global South by means of the neocolonial curriculum. Contemporary attempts to decolonise Global South curricula are proceeding very slowly. We propose an alternative, the deconstruction of the Global North curriculum, i.e. a radical change to the Global North curriculum that exploits the neoliberal imperative to maximise profit in order to undermine the neocolonial curriculum. We use two case studies -- Frantz Fanon and Çigdem Kagitçibasi -- to demonstrate how the deconstruction of the Global North curriculum can be achieved, by the prioritisation of theory and practice that are sensitive to context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01