We know students learn science concepts better when their learning is embedded in real-world issues. But teachers are currently not well prepared to teach science in this way.
The draft version of the revised Australian Curriculum has caused much controversy since it was released in April this year. And many wonder what the point is of having a national curriculum at all.
Kenyan teacher Ayub Mohamed giving a lesson in the Nairobi suburb of Eastleigh.
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Through their exposure to new trends in knowledge production, African academics in the diaspora can contribute to equipping African students for the global economy.
There’s a body of historical African examples that universities can use to teach a more inclusive mathematical sciences curriculum.
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Decolonising mathematical sciences is possible. The answer lies in rediscovering existing African examples of teaching maths and including them in the Western body of knowledge.
NSW premier Gladys Berejiklian says NSW will ‘declutter’ the school curriculum in the first review in 30 years.
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The NSW government will review the K-12 curriculum over the next 18 months. Simplistic approaches may suggest reducing the number of subjects, but this would be a backward step.
Young people don’t always know exactly what they want to study, or what their interests are. Flexibility helps.
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There are other ways to conduct meetings and present lectures. Could adopting, adapting or even just understanding more about these help universities to release colonialism’s grip on their practices?
Universities are in the grip of a torrid period of change and disquiet.
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More than two decades after apartheid ended, South African universities still tend to offer a view of the country and continent that is rooted in colonial and apartheid thinking.
Critical dialogue could help South African universities get back on their feet.
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When students are genuinely listened to and understood, and their proposed solutions to problems are taken seriously, real change can happen in university faculties.
Psychology as an academic discipline needs to take a long, hard look at itself.
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Knowledge is power. If you own it, you can control those without it. Since so much knowledge about Africa doesn’t sit on the continent, it’s apparent that Africa lacks power in this regard.
Decolonising the curriculum is far more nuanced than replacing theorists and authors. Universities first need to define how they approach the development and dissemination of curricula.
The decolonisation of South Africa’s university curriculum seems to have fallen off the agenda, overtaken by the push for free higher education.
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