Shamanism and science: curriculum as reciprocal and transformative

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dc.contributor.authorArcher, Arleneen_ZA
dc.date.accessioned2014-07-29T08:39:32Z
dc.date.available2014-07-29T08:39:32Z
dc.date.issued2010en_ZA
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Education as Change on 5 July 2010, available online: http://www.tandfonline.com/10.1080/16823206.2010.487637.en_ZA
dc.description.abstractThis paper examines how students' resources can be drawn on in curriculum design in tertiary education to develop a pedagogy of diversity. It asks what kinds of resources are privileged through existing academic practices, and how certain traditionally unused resources can be included in teaching, learning and meaning-making. With reference to a case study in engineering in South Africa, an argument is made for a 'reciprocal curriculum', an exchange of cultural practices and not just bridges to established norms. In this conception of curriculum, students' practices and resources can be utilised, whilst the discourses and knowledge of the discipline can also be made accessible. The parameters of 'science' and scientific discourse are explored by analysing students' texts from a multimodal social semiotic perspective. The paper ends by proposing that students' resources be harnessed through using metalanguages to describe and reflect on their own practices as well as on academic practices, and the need to create less regulated spaces in the curriculum in order to enable this reflection.en_ZA
dc.identifier.apacitationArcher, A. (2010). Shamanism and science: curriculum as reciprocal and transformative. <i>Education as Change</i>, http://hdl.handle.net/11427/3356en_ZA
dc.identifier.chicagocitationArcher, Arlene "Shamanism and science: curriculum as reciprocal and transformative." <i>Education as Change</i> (2010) http://hdl.handle.net/11427/3356en_ZA
dc.identifier.citationArcher, A. 2010. Shamanism and science: curriculum as reciprocal and transformative. Education as Change.en_ZA
dc.identifier.issn1947-9417en_ZA
dc.identifier.ris TY - Journal Article AU - Archer, Arlene AB - This paper examines how students' resources can be drawn on in curriculum design in tertiary education to develop a pedagogy of diversity. It asks what kinds of resources are privileged through existing academic practices, and how certain traditionally unused resources can be included in teaching, learning and meaning-making. With reference to a case study in engineering in South Africa, an argument is made for a 'reciprocal curriculum', an exchange of cultural practices and not just bridges to established norms. In this conception of curriculum, students' practices and resources can be utilised, whilst the discourses and knowledge of the discipline can also be made accessible. The parameters of 'science' and scientific discourse are explored by analysing students' texts from a multimodal social semiotic perspective. The paper ends by proposing that students' resources be harnessed through using metalanguages to describe and reflect on their own practices as well as on academic practices, and the need to create less regulated spaces in the curriculum in order to enable this reflection. DA - 2010 DB - OpenUCT DP - University of Cape Town J1 - Education as Change LK - https://open.uct.ac.za PB - University of Cape Town PY - 2010 SM - 1947-9417 T1 - Shamanism and science: curriculum as reciprocal and transformative TI - Shamanism and science: curriculum as reciprocal and transformative UR - http://hdl.handle.net/11427/3356 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/3356
dc.identifier.vancouvercitationArcher A. Shamanism and science: curriculum as reciprocal and transformative. Education as Change. 2010; http://hdl.handle.net/11427/3356.en_ZA
dc.language.isoengen_ZA
dc.publisherTaylor & Francisen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceEducation as Changeen_ZA
dc.source.urihttp://dx.doi.org/10.1080/16823206.2010.487637
dc.subject.othermultimodalityen_ZA
dc.subject.otherpedagogy of diversityen_ZA
dc.subject.otherreciprocal curriculumen_ZA
dc.subject.othersocial semioticsen_ZA
dc.titleShamanism and science: curriculum as reciprocal and transformativeen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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