Critical curriculum inquiry in an undergraduate visual communication design programme : a case study approach through a complexity theory lens

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dc.contributor.authorCostandius, Elmarieen_ZA
dc.date.accessioned2017-06-01T12:45:16Z
dc.date.available2017-06-01T12:45:16Z
dc.date.issued2011
dc.descriptionCITATION: Costandius, E. 2011. Critical Curriculum Inquiry in an Undergraduate Visual Communication Design Programme: A Case Study Approach Through a Complexity Theory Lens, in E. Bitzer & N. Botha (eds.). Curriculum Inquiry in South African Higher Education: Some Scholarly Affirmations and Challenges. Stellenbosch: SUN MeDIA. 315-329. doi:10.18820/9781920338671/16.en_ZA
dc.descriptionThe original publication is available from AFRICAN SUN MeDIA, Stellenbosch: South Africa.en_ZA
dc.description.abstractINTRODUCTION: The challenge to curricula to encourage socially sustainable ways of living – environmentally, economically and socially – is a global phenomenon. An example is the Millennium Development Goals of the United Nations that aim to create a global partnership for development to address poverty, illness, health, education and environmental sustainability (United Nations 2011). The Earth Charter Initiative (n.d.) aims of addressing principles for constructing a just, sustainable and peaceful global society are similar. In South Africa, the Department of Education, in the Education White Paper of 1997 (RSA DoE 1997), as well as in the Report of the Ministerial Committee on Transformation and Social Cohesion and the Elimination of Discrimination in Public Higher Education Institutions (RSA DoE 2008), aims at addressing the importance of social change and integration. The Stellenbosch University HOPE Project (Stellenbosch University 2010), an initiative of the rector of this university, comprises concrete ways of addressing critical social issues on campus, and also in the broader South African society.en_ZA
dc.description.versionPublisher's versionen_ZA
dc.format.extent15 pagesen_ZA
dc.identifier.citationCostandius, E. 2011. Critical Curriculum Inquiry in an Undergraduate Visual Communication Design Programme: A Case Study Approach Through a Complexity Theory Lens, in E. Bitzer & N. Botha (eds.). Curriculum Inquiry in South African Higher Education: Some Scholarly Affirmations and Challenges. Stellenbosch: SUN MeDIA. 315-329. doi:10.18820/9781920338671/16.en_ZA
dc.identifier.isbn978-1-920338-64-0en_ZA
dc.identifier.issn978-1-920338-67-1en_ZA
dc.identifier.otherdoi:10.18820/9781920338671/16
dc.identifier.urihttp://hdl.handle.net/10019.1/101676
dc.language.isoen_ZAen_ZA
dc.publisherAFRICAN SUN MeDIAen_ZA
dc.relationCurriculum inquiry in South African higher education : some scholarly affirmations and challengesen_ZA
dc.relation.haspartThe University curriculum as engaging with external non-academic communities : a grounded theory inquiry approachen_ZA
dc.relation.haspartA small-scale classroom research approach to curriculum renewalen_ZA
dc.relation.haspartAcademic literacy as a graduate attribute : implications for thinking about 'curriculum'en_ZA
dc.relation.haspartChallenges for curriculum in a contemporary South Africaen_ZA
dc.relation.haspartInforming curriculum developments in health sciences : A Delphi method inquiryen_ZA
dc.relation.haspartInquiring the curriculum in higher education : a limited (South African) perspectiveen_ZA
dc.relation.haspartIntroductory chapteren_ZA
dc.relation.haspartTrans-disciplinary and curriculum space in health sciences education master's programmesen_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101751
dc.relation.urihttp://hdl.handle.net/10019.1/101683
dc.relation.urihttp://hdl.handle.net/10019.1/101679
dc.relation.urihttp://hdl.handle.net/10019.1/101681
dc.relation.urihttp://hdl.handle.net/10019.1/101680
dc.relation.urihttp://hdl.handle.net/10019.1/101678
dc.relation.urihttp://hdl.handle.net/10019.1/101673
dc.relation.urihttp://hdl.handle.net/10019.1/101604
dc.relation.urihttp://hdl.handle.net/10019.1/101674
dc.subjectCitizenship into the Visual Communication Design (VCD) curriculumen_ZA
dc.subjectEducation, Higher -- Curricula -- South Africaen_ZA
dc.subjectUniversities and colleges -- Curricula -- South Africaen_ZA
dc.titleCritical curriculum inquiry in an undergraduate visual communication design programme : a case study approach through a complexity theory lensen_ZA
dc.typeChapters in Booksen_ZA
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