Dekolonisering van die kurrikulum: ʼn Kontekstualisering van Ekonomie- en Besigheidstudie-onderrig

Abstract

is 'n dosent en vak-koördineerder van Ekonomiese en Bestuurswetenskappe in die Departement Kurrikulumstudie, Fakulteit Opvoedkunde aan die Universiteit Stellenbosch. Sy doen navorsing en gee onderrig in die vakgebiede Ekonomie-, Rekeningkundeen Besigheidstudies-onderrig. Vir die afgelope tien jaar is sy betrokke in verskeie navorsingsprojekte, onder andere oor kurrikulum-ontwikkeling en assessering en het verskeie navorsingsverslae in haar hoedanigheid as leier van die Besigheidstudies-groep vir Umalusi geskryf.

Exploring the scope of and gaps in the teaching and learning of Business Studies at school and teacher education levels

“…The gaps in terms of pedagogy reflect issues of inclusivity and curriculum inquiry. 13 America and Le Grange 13 claim that teacher educators of BSE are often criticised for not being critical enough about the formal curriculum to mediate learning that raises questions about the conduct and decision-making of corporate businesses. Moreover, this gap could also sensitise researchers towards the decolonisation of the BSE curriculum, because there is a silence in the selected articles in this regard.…”

Teaching business ethics to pre-service teachers: An integrated approach

“…However, the conditions within which powerful knowledge plays itself out are couched in a diverse, multilingual, and unequal (higher) educational environment. Business Teacher education is a field that functions at the interface of higher education and schooling, and therefore the complexity and context of the school system (in)directly impact on teacher education programmes (America & Le Grange, 2019). Moreover, in the case of teacher education, Brennan (2019) warns that unless educators are self-invested in knowledge about ethical issues of, for example, the environment, it is unlikely that a serious effort will be made to acquire proper understanding of the complex challenges local and global communities face.…”

“…Although African business case studies are not as freely accessible as cases in the broader business education world (America & Le Grange, 2019), it is important that business student teachers are aware of business operations on the African continent.…”