"We Need Our Own Super Heroes and Their Stories" -- Towards Decolonised Teaching within the Management Sciences

Autor/in	Chinyamurindi, Willie
Titel	"We Need Our Own Super Heroes and Their Stories" -- Towards Decolonised Teaching within the Management Sciences
Quelle	In: South African Journal of Education, 43 (2023) 3, Artikel 1637 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Chinyamurindi, Willie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Decolonization; Educational Practices; Rural Schools; Universities; Higher Education; College Seniors; Story Telling; Student Attitudes; South Africa + Suchen Sie Ihr Suchwort? Ausland; Dekolonisation; Entkolonialisierung; Bildungspraxis; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; University; Universität; Hochschulbildung; Hochschulsystem; Hochschulwesen; College; Colleges; Senior; Hochschule; Fachhochschule; Schülerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	There are growing calls for a decolonised curriculum. With the study reported on here, I offered an understanding of this critical topic through student voices. In this study, I illustrated how super heroes and their stories could contribute to decolonised teaching informed by the findings of the research. I specifically used the views of 30 final-year students enrolled in a strategic management course at a rural university in South Africa. Data were collected using a focus-group technique relying on group interviews. Students were asked to evaluate their experiences during the semester-long course, focusing on their understanding of aspects that could be improved given the decolonial tide. Two narratives emerged from the analysis as crucial findings. Firstly, the students expressed a desire for super heroes in the form of individuals that they can relate to to feature in higher education teaching. Secondly, related to the first request, the students also needed stories relatable to their context as a dominant feature in such teaching. I interrogate the role of the 2 findings in informing a decolonised curriculum and improving my teaching practice. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01