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Bernstein And Foucault On Epistemic Diversity And Curriculum Transformation

Author

Listed:
  • Victor J. Pitsoe

    (Dept Education Leadership and Management, University of South Africa)

  • Thulani Zengele

    (Curriculum Transformation Unit, University of South Africa)

Abstract

Both decolonization and curriculum democratisation have emerged as major talking points in discourses about higher education. The premise of this article is that curriculum change in higher education should be fueled by social context responsiveness, epistemic diversity, pedagogical innovation, classroom practises renewal, and an institutional culture of candour and critical reflection. The Fourth Industrial Revolution and post-COVID-19 pose problems for the existence of epistemic diversity and diversity management in the discourse of curriculum transformation in higher education, according to this conceptual article (4IR). Epistemic diversity and diversity management are concepts that, in our opinion, have the characteristics of an Althusserian Ideological State Apparatus that can advance the political objectives of the post-COVID-19 and 4IR spaces.

Suggested Citation

  • Victor J. Pitsoe & Thulani Zengele, 2023. "Bernstein And Foucault On Epistemic Diversity And Curriculum Transformation," Social Sciences and Education Research Review, Department of Communication, Journalism and Education Sciences, University of Craiova, vol. 10(1), pages 17-26, July.
    • Handle: RePEc:edt:jsserr:v:10:y:2023:i:1:p:17-26
    DOI: 10.5281/zenodo.8151075
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    References listed on IDEAS

    as
    1. Milena Doytcheva, 2020. "“White Diversity”: Paradoxes of Deracializing Antidiscrimination," Social Sciences, MDPI, vol. 9(4), pages 1-20, April.
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    More about this item

    Keywords

    diversity; epistemic diversity; diversity management; decolonizing curriculum; classification and framing; knowledge; power;
    All these keywords.

    JEL classification:

    • Z0 - Other Special Topics - - General

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