Towards a deconstructed curriculum: rethinking higher education in the Global North

McGregor, R. and Park, M.S.-A. ORCID: 0000-0002-1269-6856, 2019. Towards a deconstructed curriculum: rethinking higher education in the Global North. Teaching in Higher Education, 24 (3), pp. 332-345. ISSN 1356-2517

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Abstract

The purpose of this article is to argue for the deconstruction rather than the decolonisation of the neocolonial curriculum. Globalisation facilitates the democratisation of higher education, which is now accessible to more people than ever before, but globalisation also facilitates the expansion of the ideological dominance of the Global North over the Global South by means of the neocolonial curriculum. Contemporary attempts to decolonise Global South curricula are proceeding very slowly. We propose an alternative, the deconstruction of the Global North curriculum, i.e. a radical change to the Global North curriculum that exploits the neoliberal imperative to maximise profit in order to undermine the neocolonial curriculum. We use two case studies – Frantz Fanon and Çiğdem Kağitçibaşi – to demonstrate how the deconstruction of the Global North curriculum can be achieved, by the prioritisation of theory and practice that are sensitive to context.

Item Type: Journal article
Publication Title: Teaching in Higher Education
Creators: McGregor, R. and Park, M.S.-A.
Publisher: Routledge
Date: 20 February 2019
Volume: 24
Number: 3
ISSN: 1356-2517
Identifiers:
NumberType
10.1080/13562517.2019.1566221DOI
Divisions: Schools > School of Social Sciences
Depositing User: Jill Tomkinson
Date Added: 01 May 2019 12:49
Last Modified: 01 May 2019 12:49
URI: http://irep.ntu.ac.uk/id/eprint/36370

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