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The 'Translation Tool' for Critical Pedagogic Practice in the Classroom: Reimagining the Potential of Curriculum Theory in Teaching
Greener Journal of Educational Research
This paper employs the notion of curriculum potential as a heuristic to rethink an in-service Curriculum theory undergraduate course offered at Great Zimbabwe University in Masvingo, Zimbabwe. The course foregrounds reconceptualist notions of curriculum theorizing to empower students to rethink the dominant technicist pedagogical practices that are associated with the Tylerian rationale of curriculum development. The argument developed is that reconceptualist curriculum theorizing can serve asdoi:10.15580/gjer.2013.9.101713907 fatcat:gcg4fgedhbg5jjojbfzooav3ya