Jennifer Clarence-Fincham
Biographic Data
| ID | 6913332 |
|---|---|
| NAME | Jennifer Clarence-Fincham |
| GIVEN NAMES | Jennifer |
| FAMILY NAME | Clarence-Fincham |
| SIGNATURE | CLARENCE-FINCHAM J |
| AFFILIATIONS | University of Johannesburg |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 0 |
Curriculum reform in South Africa
In 2013 the Council on Higher Education (CHE) released a proposal for the reform of South Africa’s undergraduate degree arguing that all current 3-year degrees and diplomas, as well as 4-year Bachelor’s degrees be extended by one year with an additional 120 credits. This paper argues that the structure proposed provides the conditions for a different kind of curriculum that enables epistemic access and development. The paper firstly offers a set …
Taking a Longer View
In the face of the complex array of competing pressures currently faced by higher education, globally, nationally and institutionally (Maistry, 2010; Clegg, 2005) academic staff who are required to reconceptualise their curricula are often tempted to focus on the immediate demands of the classroom rather than the broader knowledge and curriculum-related issues which inform pedagogical practice. In this paper we argue that opportunities should be …
Taking a Longer View
n the face of the complex array of competing pressures currently faced by higher education, globally, nationally and institutionally (Maistry 2010; Clegg 2005) academic staff who are required to reconceptualise their curricula are often tempted to focus on the immediate demands of the classroom and to pay scant attention to the broader knowledge and curriculum-related issues which inform pedagogical practice. In this paper we argue that opportuni…
No prominent works on this page.
Taking a Longer View
In the face of the complex array of competing pressures currently faced by higher education, globally, nationally and institutionally (Maistry, 2010; Clegg, 2005) academic staff who are required to reconceptualise their curricula are often tempted to focus on the immediate demands of the classroom rather than the broader knowledge and curriculum-related issues which inform pedagogical practice. In this paper we argue that opportunities should be …
Taking a Longer View
n the face of the complex array of competing pressures currently faced by higher education, globally, nationally and institutionally (Maistry 2010; Clegg 2005) academic staff who are required to reconceptualise their curricula are often tempted to focus on the immediate demands of the classroom and to pay scant attention to the broader knowledge and curriculum-related issues which inform pedagogical practice. In this paper we argue that opportuni…
Curriculum reform in South Africa
In 2013 the Council on Higher Education (CHE) released a proposal for the reform of South Africa’s undergraduate degree arguing that all current 3-year degrees and diplomas, as well as 4-year Bachelor’s degrees be extended by one year with an additional 120 credits. This paper argues that the structure proposed provides the conditions for a different kind of curriculum that enables epistemic access and development. The paper firstly offers a set …
Curriculum (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works) · Engineering (2 works) · Art Education and Development (1 work) · Computer Science (1 work) · Creativity in Education and Neuroscience (1 work) · Design Education and Practice (1 work)