Decolonizing the (Distance) Curriculum

Autor/in	Walder, Dennis
Titel	Decolonizing the (Distance) Curriculum
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 6 (2007) 2, S.187-196 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/1474022207076828
Schlagwörter	Stellungnahme; Curriculum Development; Modern History; Open Universities; Student Attitudes; Higher Education + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Neuere Geschichte; Offene Universität; Schülerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Postcolonial theory remains part of the challenge of literary theory to curriculum development. As the author's personal history suggests, it is more than simply another way of reading and interpretation, but enables an engagement with, a bearing witness to, the gross inequalities of the world today. Drama is a good example, evidenced by the production and impact of South African Athol Fugard's work--introduced as a set text for the first time in an Open University course, while becoming part of the author's published research. The positive response to Fugard made possible the inclusion of substantial new areas of literature in a modern literature course coinciding with the global changes of the late I980s, in turn aiding the inclusion of postcolonial writings and theory in the departmental curriculum and raising awareness of issues outside the students' immediate experience. The texts studied demand an understanding beyond merely formal or "close" critical readings, and it is teachers' responsibility to be alive to the claims of contemporary history and politics. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10