Abstract
South African Higher Education Institutions (HEI’s) have been subjected to drastic changes over the past two decades. However, despite restructuring, demographical changes and curriculum changes, it appears that from a students’ perspective that little has changed, as Eurocentric curricula continue to prevail, where lecturer-centred approaches are still maintained. Students want to be involved in the decisions regarding their learning. The question is, are lecturers prepared to share their authority with students in the lecture room? Are they prepared to be transformative intellectuals? In this paper, the authors reflect on the findings of a larger study related to academics’ readiness to apply a critical approach to curriculum implementation. Special reference is made to these academics’ critical tendencies to applying a critical approach to curriculum implementation. Finally, the paper also highlights the implications of the study and proposes the KECAR critical approach model, whose aim it is to enhance the application of a critical approach to curriculum implementation.
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All procedures performed in studies involving human participants were in accordance with the ethical standards of the constitutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. This research does not involve research with animals. This article is based on the PhD study by the first author for which ethical approval was granted by the Ethics Committee at Nelson Mandela University in Port Elizabeth, South Africa.
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Sathorar, H., Blignaut, S. A Critical Approach to Curriculum Implementation: Reflecting on Lecturer Preparedness to be Transformative Intellectuals. Interchange 52, 415–431 (2021). https://doi.org/10.1007/s10780-021-09437-1
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DOI: https://doi.org/10.1007/s10780-021-09437-1