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001 ocn987251024
003 OCoLC
005 20180804040628.1
006 m o d
007 cr cnu|||unuuu
008 170515s2017 ne a ob 001 0 eng d
019 987352566|a1004346941|a1006653282
020 9789463008969|q(electronic book)
020 9463008969|q(electronic book)
035 (OCoLC)987251024|z(OCoLC)987352566|z(OCoLC)1004346941
|z(OCoLC)1006653282
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|dIOG|dN$T|dOTZ|dU3W|dOCLCQ
049 RIDW
050 4 LB2361.5
072 7 EDU|x015000|2bisacsh
082 04 378.199|223
090 LB2361.5
245 00 Disrupting higher education curriculum :|bundoing
cognitive damage /|cedited by Michael Anthony Samuel,
Rubby Dhunpath and Nyna Amin.
264 1 Rotterdam, The Netherlands :|bSense Publishers,|c[2016]
264 4 |c©2016
300 xvii, 309 pages :|billustrations ;|c24 cm.
300 1 online resource.
336 text|btxt|2rdacontent
337 computer|bc|2rdamedia
338 online resource|bcr|2rdacarrier
340 |gpolychrome|2rdacc
347 text file|2rdaft
490 1 Constructing knowledge: curriculum studies in action ;
|vvolume 13
504 Includes bibliographical references and index.
505 0 TABLE OF CONTENTS; PREFACE; A NOTE ON THE PEER REVIEW
PROCESS; REFERENCES; ACKNOWLEDGEMENTS; LIST OF
ABBREVIATIONS; LIST OF TABLES AND FIGURES; TABLES;
FIGURES; PART ONE: PHILOSOPHICAL MUSINGS; 1. UNDOING
COGNITIVE DAMAGE; INTRODUCTION: THE ENCHANTED LOOM;
(Re)presenting the Human Brain; The Brain; Cognitive
Damage in the Absence of Physiological Damage; COGNITIVE
DAMAGE: AN ETERNAL DOOM?; Cognitive Damage Explained;
Discourse, Representation, Reality and Cognitive Damage;
Ideology, Hegemony and Cognitive Damage; UNDOING COGNITIVE
DAMAGE: A CHANCE TO BLOOM?; THE ARCHITECTURE OF THIS
ANTHOLOGY
505 8 What Is It to Interpret a History of Violence and Use It
without Accusation or Excuse within the Broadest
Interpretation of the Academy?Why Is National Liberation
Not a Revolution?; How Do We Combat the Anthropocene?;
REFERENCES; 3. 'SENSING' THE CURRICULUM: The Role of
Aesthetics in Higher Education; INTRODUCTION; WHAT CAN A
CURRICULUM DO?; DEVELOPING CRITICAL CAPACITY; MAKING A
WORLD SAFE FOR THE CURRICULUM; CONSTRAINED CHANGE WITHIN
THE FINITE; THE MEDIUM OF THE UNIVERSITY; AESTHETIC
RELOCATION; CONCLUSION; NOTES; REFERENCES
505 8 4. RE-HUMANISING THE CURRICULUM IN A NON-AESTHETIC
EMBODIED SOCIETYINTRODUCTION; DEFINING CURRICULUM POWERS;
THE INTELLECTUAL SERVANTS; SUPERHUMANS AND POSTHUMANS; NON
-DUALISM, UBUNTU AND EASTERN PHILOSOPHIES; CONCLUSION;
NOTES; REFERENCES; 5. VISUAL COGNITION AND THE STRUGGLE
FOR THE SOUL OF ARCHITECTURE; INTRODUCTION; THE PROCESS OF
TRANSMISSION OF ARCHITECTURAL IDEAS; TEACHING THE
CONVENTIONS OF SPACE AND FORM; The Egyptian Concept of
Heaven and Earth; The South African Homestead; THE
DICHOTOMY OF MODERNISM; STRUCTURALISM VS POST-
STRUCTURALISM; THE RISE OF ARCHITECTURAL HISTORY
505 8 HOUSE FORM AND CULTUREJENKS' SIX TRADITIONS; UNCHANGING
PATTERNS OF EDUCATION; CONCLUDING THOUGHTS; REFERENCES; 6.
THE ILLUSION OF SOLID AND SEPARATE THINGS: Troublesome
Knowledge and the Curriculum; SECTION ONE; Non-separation
Is Not New; But the Problem Is...; Unpacking the Illusion;
The Fact of One and the Appearance of Two; What Has This
Got to Do with Learning?; SECTION TWO; Shifting the Gaze;
Troublesome Knowledge; CONCLUSION; NOTES; REFERENCES; 7.
DE-PATHOLOGISING HIGHER EDUCATION CURRICULUM;
INTRODUCTION; RELATIONSHIP OF LABOURING AFFINITIES
520 8 Discomfort with the inappropriateness of university
curricula has met with increasing calls for disruptive
actions to revitalise higher education. This book,
conceived to envision an alternative emancipatory
curriculum, explores the historical, ideological,
philosophical and theoretical domains of higher education
curricula. The authors acknowledge that universities have
been and continue to be complicit in perpetuating
cognitive damage through symbolic violence associated with
indifference to the pernicious effects of race
categorisation, gender inequalities, poverty, rising
unemployment and cultural hegemony, as they continue to
frame curricula, cultures and practices. The book
contemplates the project of undoing cognitive damage,
offering glimpses to redesign curriculum in the 21st
century. The contributors, international scholars,
emergent and expert researchers, include different
nationalities, orientations and positionalities,
constituting an interdisciplinary ensemble which
collectively provides a rich commentary on higher
education curriculum as we know it and where we think it
could be in the future. The edited volume is a catalytic
tool for disrupting canonised rituals of practice in
higher education.
588 0 Online resource; title from PDF title page (EBSCO, viewed
September, 05, 2017).
590 eBooks on EBSCOhost|bEBSCO eBook Subscription Academic
Collection - North America
650 0 Education, Higher|xCurricula.|0https://id.loc.gov/
authorities/subjects/sh2008102764
650 0 Education, Higher|0https://id.loc.gov/authorities/subjects
/sh85041065|xStudy and teaching.|0https://id.loc.gov/
authorities/subjects/sh2001008697
650 7 Education, Higher|xCurricula.|2fast|0https://
id.worldcat.org/fast/903038
650 7 Education, Higher|xStudy and teaching.|2fast|0https://
id.worldcat.org/fast/903120
650 7 Education, Higher.|2fast|0https://id.worldcat.org/fast/
903005
655 0 Electronic books.
655 4 Electronic books.
700 1 Samuel, Michael Anthony,|0https://id.loc.gov/authorities/
names/no2017033485|eeditor.
700 1 Dhunpath, Rubby,|0https://id.loc.gov/authorities/names/
no2017033493|eeditor.
700 1 Amin, Nyna,|0https://id.loc.gov/authorities/names/
no2017033360|eeditor.
700 1 Dhunpath, Rubby.|0https://id.loc.gov/authorities/names/
no2017033493
700 1 Amin, Nyna.|0https://id.loc.gov/authorities/names/
no2017033360
830 0 Constructing knowledge ;|0https://id.loc.gov/authorities/
names/no2012149238|vv. 13.
856 40 |uhttps://rider.idm.oclc.org/login?url=http://
search.ebscohost.com/login.aspx?direct=true&scope=site&
db=nlebk&AN=1517868|zOnline eBook. Access restricted to
current Rider University students, faculty, and staff.
856 42 |3Instructions for reading/downloading the EBSCO version
of this eBook|uhttp://guides.rider.edu/ebooks/ebsco
901 MARCIVE 20231220
948 |d20180907|cEBSCO|tEBSCOebooksacademic NEW 8-3-18 2887
|lridw
994 92|bRID
