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008			210506b |||||||| |||| 00| 0 eng d
022			_a1814-6627
040			_aMSU _cMSU _erda
100	1		_aMaila, Mago W. _eauthor
245	1		_aCurriculum as open-ended inquiry in higher education/ _cMago W. Maila
264			_aPretoria: _bUnisa Press and Routledge, _c2010.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica education review _vVolume 7 , number 2 ,
520			_aThroughout the world, education curriculum are determined and guided by knowledge perceived as being critical for the advancement of humanity. Often such progress is indicated and determined by curriculum shaped by the ways of knowing of the dominant cultural group or languages that have achieved hegemonic status in such communities, in the process marginalizing any ‘indigenous’ ways of knowing as embedded in the language of other cultures. Sometimes such curriculum have little or no connection with contemporary reality. In this article I therefore argue that inclusive curricular knowledge types are critical in education in order to enable all people, individually and collectively, to progress without being inhibited by the hegemony of so-called ‘scientific’ knowledge. I also argue that knowledge as embedded in a language is power, and should therefore be connected to reality. Using critical social theory, I propose an alternative, inclusive treatment of knowledge types in education curriculum – open-ended inquiry – in order to level the learning field for all learners, and, in so doing, to adequately prepare tomorrow's world citizenry.
650	4		_aChange
650	4		_aTransformation
650	4		_aKnowledge
856			_uhttps://doi.org/10.1080/18146627.2010.515385
942			_2lcc _cJA
999			_c157003 _d157003