Fostering diversity and inclusion through curriculum transformation:
"This book includes newly emerging case studies with an education focus in the wake of the Covid-19 pandemic, which showcase new findings as well as core studies around pertinent issues on curriculum transformation"--
Gespeichert in:
| Weitere Verfasser: | , , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Hershey PA, USA
IGI Global
[2023]
|
| Schriftenreihe: | Advances in educational technologies and instructional design (AETID)
|
| Schlagworte: | |
| Online-Zugang: | DE-91 DE-706 DE-83 DE-898 DE-1050 Volltext |
| Zusammenfassung: | "This book includes newly emerging case studies with an education focus in the wake of the Covid-19 pandemic, which showcase new findings as well as core studies around pertinent issues on curriculum transformation"-- |
| Beschreibung: | 1 Online-Ressource (xxviii, 331 Seiten) Diagramme |
| ISBN: | 9781668469965 |
| DOI: | 10.4018/978-1-6684-6995-8 |
Internformat
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| 245 | 1 | 0 | |a Fostering diversity and inclusion through curriculum transformation |c Cily Elizabeth Mamatle Tabane (University of South Africa, South Africa), Boitumelo Molebogeng Diale (University of Johannesburg, South Africa), Ailwei Solomon Mawela (University of South Africa, South Africa), Thulani Vincent Zengele (University of South Africa, South Africa) |
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| 505 | 8 | |a Instructional approaches employed under COVID-19 pandemic to enhance teaching and learning in developing countries : a wellness perspective / Racheal Mafumbate, Caroline Gurajena -- Culturally responsive pedagogy, an instructional approach to enhance the performance of learners / Douglas Hermond -- An Afrocentric perspective on knowledge : finding a middle ground between the indigenous and cosmopolitan pedagogies / Tebello Tlali -- Rethinking university pedagogy : challenges and opportunities for curriculum transformation in the era of the COVID-19 pandemic / Sarita Ramsaroop -- Theoretical projections for a 'post-COVID' response to curriculum development in South African higher education / Zanetta Jansen -- Transformative assessment in digitalised post-COVID-19 education -- implications for higher education teachers : transformative assessment / Boitumelo Diale, Vera Victor-Aigbodion, Chiedu Eseadi -- Designing flexible and inclusive curricula : a case study at Oxford University, UK / Rhona Sharpe, Jill Fresen, Marion Manton | |
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Datensatz im Suchindex
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| adam_txt | |
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| author2 | Tabane, Cily Elizabeth Mamatl Diale, Boitumelo Molebogeng Mawela, Ailwei Solomon Zengele, Thulani Vincent |
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| contents | Instructional approaches employed under COVID-19 pandemic to enhance teaching and learning in developing countries : a wellness perspective / Racheal Mafumbate, Caroline Gurajena -- Culturally responsive pedagogy, an instructional approach to enhance the performance of learners / Douglas Hermond -- An Afrocentric perspective on knowledge : finding a middle ground between the indigenous and cosmopolitan pedagogies / Tebello Tlali -- Rethinking university pedagogy : challenges and opportunities for curriculum transformation in the era of the COVID-19 pandemic / Sarita Ramsaroop -- Theoretical projections for a 'post-COVID' response to curriculum development in South African higher education / Zanetta Jansen -- Transformative assessment in digitalised post-COVID-19 education -- implications for higher education teachers : transformative assessment / Boitumelo Diale, Vera Victor-Aigbodion, Chiedu Eseadi -- Designing flexible and inclusive curricula : a case study at Oxford University, UK / Rhona Sharpe, Jill Fresen, Marion Manton |
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| discipline | Informatik Wirtschaftswissenschaften |
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| doi_str_mv | 10.4018/978-1-6684-6995-8 |
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| illustrated | Not Illustrated |
| index_date | 2024-07-03T22:33:05Z |
| indexdate | 2024-12-17T19:01:34Z |
| institution | BVB |
| isbn | 9781668469965 |
| language | English |
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| physical | 1 Online-Ressource (xxviii, 331 Seiten) Diagramme |
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| series2 | Advances in educational technologies and instructional design (AETID) |
| spelling | Fostering diversity and inclusion through curriculum transformation Cily Elizabeth Mamatle Tabane (University of South Africa, South Africa), Boitumelo Molebogeng Diale (University of Johannesburg, South Africa), Ailwei Solomon Mawela (University of South Africa, South Africa), Thulani Vincent Zengele (University of South Africa, South Africa) Hershey PA, USA IGI Global [2023] 1 Online-Ressource (xxviii, 331 Seiten) Diagramme txt rdacontent c rdamedia cr rdacarrier Advances in educational technologies and instructional design (AETID) Instructional approaches employed under COVID-19 pandemic to enhance teaching and learning in developing countries : a wellness perspective / Racheal Mafumbate, Caroline Gurajena -- Culturally responsive pedagogy, an instructional approach to enhance the performance of learners / Douglas Hermond -- An Afrocentric perspective on knowledge : finding a middle ground between the indigenous and cosmopolitan pedagogies / Tebello Tlali -- Rethinking university pedagogy : challenges and opportunities for curriculum transformation in the era of the COVID-19 pandemic / Sarita Ramsaroop -- Theoretical projections for a 'post-COVID' response to curriculum development in South African higher education / Zanetta Jansen -- Transformative assessment in digitalised post-COVID-19 education -- implications for higher education teachers : transformative assessment / Boitumelo Diale, Vera Victor-Aigbodion, Chiedu Eseadi -- Designing flexible and inclusive curricula : a case study at Oxford University, UK / Rhona Sharpe, Jill Fresen, Marion Manton "This book includes newly emerging case studies with an education focus in the wake of the Covid-19 pandemic, which showcase new findings as well as core studies around pertinent issues on curriculum transformation"-- Education, Higher / Curricula / Africa / Case studies Culturally relevant pedagogy / Africa / Case studies Educational change / Africa / Case studies COVID-19 Pandemic, 2020- / Africa / Influence Culturally relevant pedagogy fast Education, Higher / Curricula fast Educational change fast Influence (Literary, artistic, etc.) fast Africa fast Tabane, Cily Elizabeth Mamatl edt Diale, Boitumelo Molebogeng edt Mawela, Ailwei Solomon edt Zengele, Thulani Vincent edt Erscheint auch als Druck-Ausgabe 9781668469958 http://doi.org/10.4018/978-1-6684-6995-8 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Fostering diversity and inclusion through curriculum transformation Instructional approaches employed under COVID-19 pandemic to enhance teaching and learning in developing countries : a wellness perspective / Racheal Mafumbate, Caroline Gurajena -- Culturally responsive pedagogy, an instructional approach to enhance the performance of learners / Douglas Hermond -- An Afrocentric perspective on knowledge : finding a middle ground between the indigenous and cosmopolitan pedagogies / Tebello Tlali -- Rethinking university pedagogy : challenges and opportunities for curriculum transformation in the era of the COVID-19 pandemic / Sarita Ramsaroop -- Theoretical projections for a 'post-COVID' response to curriculum development in South African higher education / Zanetta Jansen -- Transformative assessment in digitalised post-COVID-19 education -- implications for higher education teachers : transformative assessment / Boitumelo Diale, Vera Victor-Aigbodion, Chiedu Eseadi -- Designing flexible and inclusive curricula : a case study at Oxford University, UK / Rhona Sharpe, Jill Fresen, Marion Manton Education, Higher / Curricula / Africa / Case studies Culturally relevant pedagogy / Africa / Case studies Educational change / Africa / Case studies COVID-19 Pandemic, 2020- / Africa / Influence Culturally relevant pedagogy fast Education, Higher / Curricula fast Educational change fast Influence (Literary, artistic, etc.) fast |
| title | Fostering diversity and inclusion through curriculum transformation |
| title_auth | Fostering diversity and inclusion through curriculum transformation |
| title_exact_search | Fostering diversity and inclusion through curriculum transformation |
| title_exact_search_txtP | Fostering diversity and inclusion through curriculum transformation |
| title_full | Fostering diversity and inclusion through curriculum transformation Cily Elizabeth Mamatle Tabane (University of South Africa, South Africa), Boitumelo Molebogeng Diale (University of Johannesburg, South Africa), Ailwei Solomon Mawela (University of South Africa, South Africa), Thulani Vincent Zengele (University of South Africa, South Africa) |
| title_fullStr | Fostering diversity and inclusion through curriculum transformation Cily Elizabeth Mamatle Tabane (University of South Africa, South Africa), Boitumelo Molebogeng Diale (University of Johannesburg, South Africa), Ailwei Solomon Mawela (University of South Africa, South Africa), Thulani Vincent Zengele (University of South Africa, South Africa) |
| title_full_unstemmed | Fostering diversity and inclusion through curriculum transformation Cily Elizabeth Mamatle Tabane (University of South Africa, South Africa), Boitumelo Molebogeng Diale (University of Johannesburg, South Africa), Ailwei Solomon Mawela (University of South Africa, South Africa), Thulani Vincent Zengele (University of South Africa, South Africa) |
| title_short | Fostering diversity and inclusion through curriculum transformation |
| title_sort | fostering diversity and inclusion through curriculum transformation |
| topic | Education, Higher / Curricula / Africa / Case studies Culturally relevant pedagogy / Africa / Case studies Educational change / Africa / Case studies COVID-19 Pandemic, 2020- / Africa / Influence Culturally relevant pedagogy fast Education, Higher / Curricula fast Educational change fast Influence (Literary, artistic, etc.) fast |
| topic_facet | Education, Higher / Curricula / Africa / Case studies Culturally relevant pedagogy / Africa / Case studies Educational change / Africa / Case studies COVID-19 Pandemic, 2020- / Africa / Influence Culturally relevant pedagogy Education, Higher / Curricula Educational change Influence (Literary, artistic, etc.) Africa |
| url | http://doi.org/10.4018/978-1-6684-6995-8 |
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